“We refuse to control real criminals—that’s the anarchy. We control the innocent—that’s the tyranny.”

-Samuel T. Francis, 1994.

Anarcho-tyranny is a term coined in 1992 by American writer Samuel T. Francis.

It describes a form of government that combines elements of anarchy and tyranny at the same time, rather than one or the other operating separately.

Francis stated that the state remains powerful and functional in many areas (taxes, bureaucracy, regulation) but consistently fails or refuses to perform its core protective functions.

For example in a state of Anarchy, the state does not reliably enforce laws against violent crime, property crime, public disorder, or other serious offenses. Criminals, rioters, and others face weak, delayed, or selective prosecution. The result, are areas and periods of lawlessness for those groups.

In a state of tyranny, the same government actors minor regulations, administrative rules, speech, gun restrictions, tax and paperwork requirements, or “hate crime” and public-order statutes against ordinary, law-abiding people. Innocent or compliant citizens face surveillance, fines, arrest, or social-engineering measures that the state treats as high-priority. For example, recently a Belgian man received a 17-year sentence for physically beating his young sons sexual abuser (attempted murder), but the abuser himself who was already on a three-year probation for sexual offenses has not received a sentence for his most recent crime.

Moreover, in an Anarcho-tyranny, the government “fails to enforce the laws and, at the same time, engages in the criminalization of the law-abiding and innocent.” They do so through taxation, bureaucratic regulation, invasion of privacy, “hate crime” laws, gun-control measures that affect legal owners more than criminals, and similar methods.

Francis argued this was not simple incompetence, but a calculated shift that the state treats the law-abiding citizen as; “at best, a social pathology; and, at worst, an enemy.”

A summary that can be used, is that the state is “anarchically hopeless at coping with large matters, but ruthlessly tyrannical in the enforcement of small ones.”

Anarcho-tyranny is frequently applied to situations involving crime waves, riot responses, self-defense cases, or selective prosecution, where critics claim authorities are lenient toward certain disorder, but strict toward ordinary citizens who object, or those who defend themselves.

Anarcho-tyranny, as Samuel Francis used it, is not “crime exists” or “government is big.” It is a pattern where the state is weak or unwilling to enforce obvious illegality (eg. serious crime, illegal entry, organized theft, school violence), yet strong, where the target is already compliant (paperwork, speech, minor rules, self-defense, parents, shop owners).

Mass Migration and Sanctuary Status.

• Large illegal presence plus years of catch-and-release and parole programs created a population the federal government could not, or would not, remove quickly. Illegal presence itself is a civil violation; illegal reentry after deportation is a federal crime and makes up a large share of federal immigration sentences.

• Sanctuary jurisdictions declined ICE detainers in large numbers. Center for Immigration Studies analysis of ICE records found more than 25,000 declined detainers from October 2022 through early February 2025; California accounted for about half. Illinois, Virginia, Massachusetts, Connecticut, and New York also ranked high. DHS has separately publicized New York releases of thousands of people with detainers, including those with homicide, sex-offense, and weapons records.

• The anarcho-tyranny version of this is a citizen who overstays a visa or works off the books can be ruined; a person already in local custody for a street crime is often released rather than transferred to ICE.

Another example that highlights this, is Texas conviction data finds that illegal immigrants incarcerated at lower rates than native-born Americans (legal immigrants lowest of all). Federal prisons look different because immigration offenses are prosecuted federally.

U.S. Sentencing Commission data showed that noncitizens were not overrepresented in 2024 federal benefits-fraud convictions. Minnesota-style rings are concentrated, severe, and politically explosive.

Therefore, in an anarcho-tyranny, the state is slow and timid about shutting down industrial fraud in favored programs or communities, in particular when those geographic areas are inhabited by the very criminals themselves and those who espouse their illegality in order to protect them.

American Education.

The context of American “education” one of the better fits to Francis’s original idea of anarcho-tyranny (petty or ideological control, combined with refusal to impose basic order).

For example:

• The 2014 Obama-era Education/DOJ “Dear Colleague” letter told schools that race-neutral discipline could still violate Title VI if it produced racial disparities. The Federal Commission on School Safety later said schools hid or ignored misconduct to keep suspension numbers down. Similar disparate-impact guidance returned in 2023 and was targeted again in 2025. The mechanism is: punish the school for the statistics, not the student for the act.

• Restorative-justice statutes and district policies in several states made it harder to suspend or expel after assaults. Teachers’ unions and individual teachers have described the loop: student attacks staff, student returns to class after a plan, teacher is told not to discriminate. Special-education staff report especially high rates of bites, concussions, and other injuries. National data have shown serious patterns of teachers being physically attacked.

• Bathroom and sports policies framed as civil-rights mandates, while parents who object at school-board meetings were at one point swept into a “domestic terrorism” framing after the NSBA’s 2021 letter to the DOJ.

So, a 14-year-old who batters a teacher is a “child in need of support;” yet a parent who records the meeting or quotes the policy is a threat. Or, a whistleblower regarding the sexual abuse of a minor in school is retaliated against, while the school employee who committed the abuse is allowed to return to school.

Or, in this recent case, a parent who seeks to have her son removed from a California school that is deliberately attempting to transition him from a boy, to a chemically-castrated boy (a pretend girl), is given a prison sentence for rescuing her son, but the school officials themselves walk away scot-free.

The Judicial System.

Recidivism-crime typically states that with 62% arrested within three years and 71% within five years; about 46% of them returned to prison within five years. People with long prior records always reoffend at the highest rates. That is the very definition of “soft on crime.”

Examples of this include, but are clearly not limited to:

• Cashless bail / cite-and-release for many theft and drug offenses, then viral cases of people with dozens of arrests committing a serious crime while out.

• Felony thresholds. California’s Prop 47 (theft under $950 as a misdemeanor) became the national symbol of “steal up to the limit, walk.”

• Organized retail crime and smash-and-grabs while stores lock toothpaste and close locations. Employees who intervene risk civil suits or local non-prosecution; the thief is often out the same day. While almost all perpetrators are black or minorities, the whole of the population is punished as a result of the actions of a few.

• Repeat violent offenders (subway attacks, random street slashing, arson) with public rap sheets. The charge is not that recidivism is new. It is that prosecutors and judges treat the rap sheet as a social-work file while treating a first-time legal gun owner or a citizen who defends themselves as the person who must have the book thrown at them.

• Selective riot and protest enforcement. 2020 riot damage and assaults produced far fewer federal cases per incident than January 6.

• Self-defense prosecuted as the real crime. Daniel Penny (chokehold on Jordan Neely), Kyle Rittenhouse, and similar cases: the person who stops an attack is processed through a full trial; the prior record of the deceased or the surrounding disorder is treated as irrelevant and not a previous failure of the State.

• Speech and “hate” enforcement vs. street crime. Bias-incident units, campus bias response teams, and civil-rights investigations move quickly; open-air drug markets and blatant illegality in plain sight can exist for years without legal attention.

• Gun paperwork vs. illegal guns. Legal gun owners are targeted quickly, while illegal gun possession is not sought after.

• Small-business and housing code raids (unlicensed lemonade stands, Airbnb, occupancy) while homeless and drug encampments occupy sidewalks and parks under court orders.

• Tax and licensing laws. Illegals are given licenses and tax exemptions, while citizens are strictly monitored and slight illegality is heavily enforced.

• Name calling and “hate-speech” laws, or vernacular over-use, such as “antisemitism” claims and other tactics designed to defend certain races at the expense or prosecution of others, while using gaslighting as a tactical delivery method to normalize ostracizing their fellow citizens.

  ---

Francis said the combination of anarchy and tyranny was deliberate. It’s a managerial or administrative class that fears the law-abiding, more than it fears disorder. Yet, serious disorder is concentrated, politically awkward, and expensive to fix.

You can also see endless examples in the headlines alone of any American or international media outlet:

The ideological capture of schools, law enforcement and the judicial system make anarcho-tyranny more durable. Sadly, it can very quickly turn inconsistency and incompetence into a vocation, as we’ve seen. Yet, it doesn’t mean that a civilization has collapsed. It does mean, however, that catching up to the problem and reversing course can only happen if those who enabled the current system are removed as participants forever, as our lack of participation in their systems can starve them of theirs.

Therefore, anarcho-tyranny is a sign of decaying legitimacy of enforcement, but not necessarily of civilizational death. When people see obvious crimes go unpunished and a parent or a child has the book thrown at them, they stop believing the state is a neutral protector. That is dangerous and purposefully demoralizing. It is the soil for vigilante politics, boss politics, and “our laws vs. their laws.” However, it is often the last gasps of late-stage irrational managerial behavior, rather than a growing foundation.

Moreover, the United States is not immune to a two-tier justice system becoming two separate societies. Therefore, a society is in trouble when it cannot protect the ordinary citizen from force and fraud and will not stop using the criminal process as a cultural weapon. While that’s a “repair” or “reform” problem, some things cannot be repaired or reformed. Some things have to end (eg., a families participation in government schooling).

The presence of anarcho-tyranny is not a sign that history has chosen collapse or that the next chapter has to be a larger physical war. It’s a sign that accountability, morals and values are absent; where these very traits and actions are the only antidotes.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble, YouTube, and everywhere audio podcasts can be heard.

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Written by Russ Wise (a former associate speaker with Probe Ministries), this document below was an article published by Probe Ministries on May 27, 1995 (later updated online). It critiques secular humanism and New Age influences in U.S. public education from a Christian perspective, covering topics like Humanist Manifestos, values clarification, affective education, and related classroom practices. Wise’s bio on the page notes his long observation of occult and cultic teachings (Eastern and Western) and his work creating awareness of non-biblical ideas.

The term humanism has changed over the centuries. Humanism has now come to mean that there is no God, that any person can become their own God, and they can do so by their own effort and will alone without outside or divine help. This is the entire basis of the American education system as we know it today.

This document is a waring on the state of education and how you cannot reform the “education” business. It must be destroyed, because American education is a cult, and those who contribute or attend are cult members.

Click HERE for the PDF version and share this publication with anyone.

Education and New Age Humanism.

The Humanistic Charade

Most religions consist of a unified system of beliefs that deals with basic views on such things as God and human ethics. The two basic elements in all religions are: (1) a view of God or some ultimate reality, and (2) a view of ethics, derived from ultimate reality. Most often these are expressed in some kind of holy book. Each major religion has a holy book or books. Christianity is no exception. Humanism, as well, has its holy books: The Humanist Manifestos I and II.

The manifesto itself regards humanism as a religion. The very first sentence reads: “Humanism is a philosophical, religious and moral point of view as old as human civilization itself.”(1) So, humanism not only has its “holy books,” but has a view of God as well: It says there is no God.

The second Humanist Manifesto, published in 1973 states; “As in 1933, humanists still believe that traditional theism, especially faith in the prayer-hearing God, assumed to love and care for persons, to hear and understand their prayers, and to be able to do something about them, is an unproved and outmoded faith.

“Salvationism, based on mere affirmation, still appears as harmful, diverting people with false hopes of heaven hereafter. Reasonable minds look to other means for survival.”(2)

The manifesto goes on to say, “We find insufficient evidence for belief in the existence of a supernatural; it is either meaningless or irrelevant to the question of the survival and fulfillment of the human race. As nontheists, we begin with humans not God, nature not deity.”(3)

The Humanist Manifesto goes on to state, “we can discover no divine purpose or providence for the human species. While there is much that we do not know, humans are responsible for what we are or will become. No deity will save us; we must save ourselves.”(4)

Regarding the individual, the Manifesto says that “in the area of sexuality, we believe that intolerant attitudes, often cultivated by orthodox religions and puritanical cultures, unduly repress sexual conduct. The right to birth control, abortion, and divorce should be recognized. While we do not approve of exploitive, denigrating forms of sexual expression, neither do we wish to prohibit, by law or social sanction, sexual behavior between consenting adults.”(5)

And humanism has a firm position on ethics. Their “bible” says, “Moral values derive their source from human experience. Ethics is autonomous and situational.”(6)

In other words, morals are not derived from absolutes given by God, but are determined by the individual from situation to situation. By and large, the humanists deplore any reference to them as being “religious.” However, the Supreme Court identified secular humanism as a religion on at least two occasions: Abington v. Schempp and Torcaso v. Watkins.

In Torcaso the court spelled out that “religion” in the constitutional sense includes non-theistic, as well as theistic religion and the state is therefore forbidden to prohibit or promote either form of religion.(7)

The concern I have is not whether “humanism” is recognized as a religion by the humanists themselves or not. It is that those who shape the young minds of America are humanists and in most cases they are not willing to be honest about it.

The Great Brain Robbery

Humanism is the dominant view among leading educators in the U.S. They set the trends of modern education, develop the curriculum, dispense federal monies, and advise government officials on educational needs. In short, they hold the future in their hands. As Christian taxpayers we are paying for the overthrow of our own position.

Charles Francis Potter, an original signer of the first Humanist Manifesto and honorary president of the National Education Association, has this to say about public school education:

Education is thus a most powerful ally of Humanism, and every American public school is a school of Humanism.(8)

Not only are the leading educators of America promoting humanism, but so are those who write the textbooks children use in the classroom.

A sociology textbook dealing with ethics states: “There are exceptions to almost all moral laws, depending on the situation. What is wrong in one instance may be right in another. Most children learn that it is wrong to lie. But later they may learn that it is tactless, if not actually wrong, not to lie under certain circumstances.”(9)

To show how this is coming about, we will go first to the basic issue the change in the philosophy of education. We will then examine some of the fruit the specific programs carrying the humanist message into the classrooms. Finally, we will examine the attitude of those in educational leadership who are trying to promote humanism in the schools, whether it be secular or cosmic in nature.

Educational Philosophy

Most of us have thought that the schools’ basic responsibility is to teach what is known as the three “R’s”: reading, writing and arithmetic. But the fact that many students today cannot pass basic aptitude tests indicate the failure of the public schools in teaching the three “R’s.”

A recent Time magazine essay stated that “a standardized math test was given to 13-year-olds in six countries last year,” and that the “Koreans did the best. Americans did the worst.” Besides being shown triangles and equations, the kids were shown the statement “I am good at mathematics.” Koreans were least likely to agree with this statement, while Americans were most likely to agree, with 68 percent in agreement.(10)

The conclusion one might make regarding these informative results is that American school children are not very good at math, but they feel good about it.

Today leading educators no longer see their job primarily to be the teaching of these necessary skills. The philosophy of education has undergone a fundamental change. Educators now perceive their jobs to be the complete “resocialization” of the child–the complete reshaping of his values, beliefs and morals.

Teaching is now being viewed as a form of therapy, the classroom as a clinic, and the teacher as a therapist whose job it is to apply psychological techniques in the shaping of the child’s personality and values.

Teacher as Therapist

S. I. Hayakawa, U. S. Senator from California, was an educator for most of his life. On the floor of the U. S. Senate, he stated:

In recent years in colleges of education and schools of

sociology and psychology, an educational heresy has flourished . . . The heresy of which I speak regards the fundamental task of education as therapy.(11)

The National Education Association report, “Education for the 70’s,” states clearly that “schools will become clinics whose purpose is to provide individualized psycho-social treatment for the student, and teachers must become psycho-social therapists.”(12)

The February 1968 issue of the National Education Journal states:

The most controversial issue of the 21st Century will pertain to the ends and means of human behavior and who will determine them. The first education question will not be `What knowledge is of the most worth?’ but `What kind of human behavior do we wish to produce?’(13)

Who will determine human behavior, and what kind of behavior do we want? Who will engineer society, and what kind of society shall we design? These are the tasks the educational leaders have set for themselves. They are not thinking small. Catherine Barrett, a former president of the NEA, said:

We will need to recognize that the so-called basic skills, which represent nearly the total effort in elementary schools, will be taught in 1/4 of the present school day. The remaining time will be devoted to what is truly fundamental and basic.(14)

Barrett wishes to press on to bigger and more significant things, such as redesigning society by reshaping our children’s values. Educational leaders are saying the big question in education is: What human behavior do we want, and who will produce it?

The question we need to ask is: By what pattern do these educators propose to reconstruct society, and whose values will be taught? You can believe that it will not be the Judeo- Christian value system.

What are the basic programs carrying the humanist message into the classroom? Senator Hayakawa mentions psychodrama, role playing, touch therapy and encounter groups. Others are: values clarification, situation ethics, sensitivity training, survival training and other behavior-oriented programs. Meditation, visualization, guided imagery, along with self- esteem teaching, represent intuitive learning that has become known as “affective education.”

Dr. William Coulson of the Western Sciences Institute indicated that affective learning, self-actualization, is at the root of our nation’s illiteracy.(15)

These programs are designed to modify children’s attitudes, values and beliefs. The primary problem is not the teaching of values, but the fact that these new programs are designed to “free” the children from the Judeo-Christian value system taught by parents and church.

These programs cover such topics as sex education, death ed, drug and alcohol education, family life, human development and personality adjustment. The teaching today by humanists is void of absolutes; there is not a basis of discerning right and wrong. The only wrong is having or holding an absolute.

Relativism is the Key

The only basis for developing morals is what the child himself wants or thinks, and /or what the peer group decides is right. Strong convictions of right and wrong are looked upon as evidence of poor social adjustment and of need for the teachers’ therapy. The bottom line is this the major consensus determines what is right or wrong at any point in our culture, there are no absolutes.

Sheila Schwartz is a member of the American Humanist Association, and her article “Adolescent Literature: Humanism
Is Alive and Thriving in the Secondary School” appeared in the January/February 1976 edition of The Humanist. In regard to the impact of secular humanist thought in education, she makes the following statements:

Something wonderful, free, unheralded, and of significance to
all humanists is happening in the secondary schools. It is the adolescent-literature movement. They may burn Slaughterhouse Five in North Dakota and ban a number of innocuous books in Kanawha County, but thank God [sic] the crazies don’t do all that much reading. If they did they’d find that they have already been defeated. . . Nothing that
is part of contemporary life is taboo in this genre and any valid piece of writing that helps make the world more knowable to young people serves an important humanistic function.(16)

Lastly, what are the basic attitudes of the educational leadership in America?

Sidney Simon is one of the educational elite in the U.S. He is a humanist, teaches at the Center for Humanistic Education in Amherst, Massachusetts, and is one of the main architects of values clarification theory, which is widely used in public schools. Mr. Simon is a professor. He teaches those who will later teach your children and mine in the public school. While Mr. Simon was teaching at Temple University in Philadelphia, he commented on his experience teaching high school students:

I always bootlegged the values stuff. I was assigned to teach social studies in elementary school and I taught values clarification. I was assigned current trends in American education and I taught my trend.(17)

Simon goes on to say, “Keep it subtle, keep it quiet, or the parents will really get upset.”(18)

Rhoda Lorand, a member of the American Board of Professional Psychology, made some observations about the attitudes of educators before the U.S. House Sub-Committee on Education. Her testimony related to House Resolution 5163 having to do with education. Her words are as follows:

The contempt for parents is so shockingly apparent in many of the courses funded under Title III, in which the teacher is required to become an instant psychiatrist who probes the psyche of her pupils, while encouraging them to criticize their parents’ beliefs, values and teachings. This process continues from kindergarten through the twelfth grade.(19)

As parents, we are expected to fund the very teaching methodology that is designed to destroy our influence upon our children.

The New Age Seduction

However, the humanist perspective on education is not the only threat we face today. The humanists became entrenched in the late 1960s and during the 1970s.

During the decade of the eighties and now in the nineties we have a new threat. Those who have bought into the New Age movement have a goal to influence the young as well. The January/February 1983 issue of The Humanist carried this article titled “A Religion for a New Age.” The author stated:

I am convinced that the battle for humankind’s future must be waged and won in the public school classroom by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless

dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level preschool day care or large state university.(20)

The main thrust of this new threat is eastern in philosophy and origin. Humanism as a religion represents a real threat to our Christian heritage, but eastern philosophical ideas by comparison are deadly to our way of life.

Instructor magazine, a publication for teachers, carried an article entitled “Your Kids are Psychic! But they may never know it without your help.” The article says that “teachers in particular are in a position to play an exciting role in the psychic development of children.”(21) The article goes on to identify psychic ability as the practice of telepathy, clairvoyance, precognition and retrocognition.

As teachers continue their path toward enlightenment of their students, they may step into the world of “confluent education.” Dr. Beverly Galyean describes confluent education
as a “wholistic” approach to learning. The basic premises of “confluent education” should cause great concern within the Christian community. Among Dr. Galyean’s premises are:

In essence we are not individuals but part of the universal consciousness [which is God]. Realizing this essential unity, and experiencing oneself as part of it, is a major goal for a child’s education.

Because each person is part of the universal consciousness which is love, each contains all the wisdom and love of the universe. This wisdom and love is the `higher self.’ The child can tap into this universal mind and receive advice,

information and help from it. This is usually done through meditation and contact with spirit guides.

Each person creates his or her own reality by choosing what to perceive and how to perceive it. As we teach children to focus on positive thoughts and feelings of love, their reality will become that.(22). Dr. Galyean sums up her beliefs by saying that

Once we begin to see that we are all God . . . the whole purpose of life is to reown the Godlikeness within us; the perfect love, the perfect wisdom, the perfect understanding, the perfect intelligence, and when we do that we create back to that old, that essential oneness which is consciousness. So my whole view is very much based on that idea.(23)

As Christians our response to New Age influences in public school education can be carried out in several ways.

First, we must develop a relationship with the school. One possibility might be through actively working as a volunteer on campus in some capacity. Another is getting to know your child’s teacher and his or her worldview.

Second, we must discern he particular bias of the textbooks used in the classroom. Whether they are humanistic in their approach or eastern and whether they properly treat the Judeo- Christian world view.

Third, if we discover that our Judeo-Christian perspectives are being sacrificed for the inclusion of alternative views, then we must become politically involved and seek the election of individuals to the school board and other effective positions who reflect a more traditional stance.

Fourth, we must continue to be actively involved in our

children’s lives. Furthermore, we must teach our children to become discriminators. We cannot ever accept the idea that our child’s education is someone else’s responsibility.

It is imperative that we educate others as to the problems within the system and then take appropriate action.

As Christians, our response to New Age influences in public school education can be carried out by developing a relationship with the school and getting to know our children’s teacher and his or her particular worldview.

We must also be aware of the bias represented in our children’s textbooks. However, more importantly, we must develop a deeper relationship with our children, thereby becoming the greatest of all the various influences in their young lives. Unless we achieve this goal, we will have emotionally and spiritually lost the battle for our children’s future.

Notes

1. Paul Kurtz, Humanist Manifesto I (Buffalo, N.Y.: Prometheus Books, 1979), 9.

2. Paul Kurtz, Edwin H. Wilson,Humanist Manifesto II (Buffalo, N.Y.: Prometheus Books, 1979), 13.

3. Kurtz, Humanist Manifesto II, 16.
4. Kurtz, Humanist Manifesto II, 17.
5. Torcaso v. Watkins, 367 US 488, 1961, 495n.

6. Virginia Armstrong, Humanism in American Education ,I (Blackstone Institute of Public Law and Policy).

7. Helen M. Hughes, Inquiries in Sociology (Newton, Mass.: Allyn and Bacon, 1972), 37.

8. Charles Krauthammer, “Education: Doing Bad and Feeling Good,” Time, 5 February 1990, 78.

9. Address to the U.S. Senate, U.S. Department of Education Hearing, March 1984.

10. “Education for the 70’s,” National Education Report.

11. National Education Journal, (Feb. 1968).

12. Timothy D. Crater, “The Unproclaimed Priests of Public Education,” Christianity Today, 10 April 1981, 45.

13. William R. Coulson, “Memorandum to Federal Drug Education Panel,” 23 April 1988, Program Newsletter (La Jolla, Calif.: May 1988).

14. Sheila Schwartz, “Adolescent Literature: Humanism is Alive and Thriving in the Secondary School,” The Humanist, Jan. Feb. 1976.

15. Crater, “Unproclaimed Priests,” 46.

16. Ibid., 47.

17. Ibid.

18. John Dunphy, “A Religion for a New Age,”The Humanist, Jan. Feb. 1983, 26.

19. Alex Tanous and Katherine Fair Donnelly, “Your Kids Are Psychic!,” Instructor Magazine, April 1980, 65.

20. Frances Adeney, “Some Schools Are Looking East for Answers,” Moody Monthly, May 1982, 19.

21. Ibid.

©1995 Probe Ministries.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble, YouTube, and everywhere audio podcasts can be heard.

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As of August 18th, 2026, the Oxford, Ohio City Council voted 6-1 to end their contract with Flock Safety on September 8th, 2026.

The one no-vote came from a gay council member (Jason Bracken, gray shirt on the right) who spoke about Flock’s negative aspects before he voted to keep it.

He apparently can’t even remember what he was stating beforehand.

You’ll have to forgive him, he’s retarded.

As it turns out, the vast majority of the public who came to speak wanted the Flock cameras removed because they are afraid that illegal aliens will be caught regarding their use, as Oxford, Ohio is a “sanctuary city.” Translation: It’s a sanctuary for faggotry, child molesters, illegal aliens and other crime.

They are also afraid that Federal ICE Agents and other police departments will access the cameras and catch illegal aliens. They are also afraid that brown people will be falsely accused of crimes and deliberately targeted because of the color of their skin.

You can’t make this shit up.

To quickly summarize, what the Oxford, Ohio public states in the first video (timestamp below), does not even begin to scratch the surface as to the long-term plan for Flock as a surveillance company, let alone the much larger picture.

Beginning of public comments:

After the public spoke, the council members spoke, as only they could in their passive-aggressive narcissistic tone, whining about the loss of civil liberties.

In fact, on February 6, 2024 the Oxford City Council unanimously approved a five-year contract (totaling about $219,000) with Flock Group, Inc. (also known as Flock Safety), of Atlanta, Georgia, to install and operate automated license plate reader (ALPR) cameras. The deal covered roughly 14 cameras (mostly along high-traffic roads near city borders), with the cameras owned by Flock and the city paying an annual fee for data access. They were expected to go into use by summer 2024.

Oxford Police had earlier trial-access to Flock’s broader network (starting around 2022, without local cameras), but the formal City Council approval for the local cameras and the multi-year contract with the company occurred on that February 2024 date.

The very people who approved their implementation, now want them gone? Why?

Well, the Oxford City Council members also openly stated that they believe that ICE will use the Flock cameras (that they themselves approved back in 2024), to catch illegal aliens, and discriminate against black people, and the council members don’t want that. Council member Jason Bracken actually stated that he’s afraid that the cameras will be used to target those who are seeking “gender affirming care.”

Council member Willy Snavely claimed that he doesn’t trust Hamilton County police officers (i.e., Cincinnati Police Department) because they want illegals out of our country, or that CPD and other police departments will misuse the Flock system to target blacks, solely based on the color of their skin.

Again, you can’t make up this level of stupidity.

Throughout the comments from City Council (video below), and that of the public before them, they all claim that civil liberties are being violated.

They must have amnesia.

These are the same people that did the following in 2020 during the COVID lie:

1. Bought into the COVID lie.

2. Coerced their city employees to inject themselves multiple time for a $100 stipend.

3. Wore masks on their faces.

4. Took pictures of Miami University students who weren’t wearing masks and attempted to dox them on Facebook in an effort to get them kicked out of school and arrested.

5. Made a city ordinance that limited the amount of people that you could congregate with within your own home (on your own or rental property), and enforced it with police citations and fines.

6. Fired people for non-compliance regarding masks and COVID shots.

7. Encouraged Miami University to kick students out of the school for non-compliance.

8. Stood on the magic “COVID sticker” on the ground, six-feet apart.

9. Bullied the public to get more shots and gain full compliance from every citizen, while doing so publicly in their meetings, online and within the town newspaper.

10. Forced local restaurants to not have patrons, in an effort to keep people away from one another, but erected inflatable igloos outside the restaurants where anyone could eat inside of the igloo with one another.

11. Attempted to get the town’s hospital director to tell every citizen to get a booster shot.

12. They even got their former finance directer Joe Newlin killed, who died “unexpectedly” of a heart attack on April 14, 2023, at age 64 while taking a walk in uptown Oxford. He died as a result of taking the COVID shots, and probably paid himself his own $100 stipend. I wonder now if he thinks it was worth it?

13. The ambulances still runs constantly, and deaths within the homes of Oxford residences are at an all-time high, just ask the EMS employees.

Now, they have the nerve to whine about people’s civil liberties being violated?

Their hypocrisy is blinding and limitless.

Go fuck yourselves.

The City Council’s comments below at the timestamp:

Even the Chief of the Oxford police, John Jones’ justifications for keeping Flock in place, were asinine at best.

He summarily claimed that because you’re already being surveilled at Wal-Mart, Miami University, and every other place you go (including the adjacent towns that use Flock), Oxford having Flock cameras is not an infringement on your civil liberties. He also claimed that the footage that is captured on police-badge cameras are also sent to a third party for data storage, so Flock cameras existing in Oxford is not a big deal.

Basically, the Flock system, and systems like it, have made fat lazy cops—fatter and lazier. It was sold to them as a convenience, because they’ve forgotten what real cop work looks like and how to actually do it.

These people are certifiable.

Moreover, almost everyone wants the Flock Safety system (and systems like it), gone; but for polar-opposite reasons.

The political Left in our country want the cameras removed because they catch illegal aliens, sexual predators, and blacks who break the law; and they openly admit that they don’t like that.

The political Right in our country want the cameras removed because they know that these surveillance companies violate our Constitutional rights regarding a larger surveillance state, social-credit score, introduce 15-minute cities, add to the construction of your ‘digital twin,’ and ultimately lead to your enslavement.

Little to they all know that your cell phone, Ring doorbell, and every wireless router that exists (including modern automobiles) are surveilling you too.

This is how brainwashed people are. This is how divided our country is.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble, YouTube, and everywhere audio podcasts can be heard.

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The following was written by Spike @spikesguides on Nitter.

This deep dive into Flock as a company, the surveillance cameras as a whole, and their short and long-term plan are important enough to repost here on Substack.

This writing is not mine.
https://xcancel.com/spikesguides/status/2089144853288395099

“It’s just a traffic camera, right?” “They’re just catching criminals, aren’t they?” “I have nothing to hide!”

Similar statements to these are said daily in person and online when it comes to these systems. Many people are unaware of just what Flock and their competitors do. People do not know how these systems can be misused or what they can actually do now, or in the future. People see the cameras and assume they are just that. Cameras.

In April of 2024 in Toledo, Ohio a Flock camera incorrectly associated Brandon Upchurch’s Dodge Ram with a stolen vehicle, mistaking the number 2 as a 7. The camera sent a real time alert to police officers in the area and a felony traffic stop was initiated. Officers approached Upchurch with weapons drawn and released their canine unit, tearing his arm to shreds. Upchurch was bitten 7 times. He was hospitalized and then jailed, despite officers stating on the body-camera footage that it was a misread plate. Upchurch was only given a settlement of $35,000.

These systems are so much more than just cameras. Flock offers an entire ecosystem to agencies across the United States that make the Snowden leaks look like child’s play. There is a database out there that likely has you on it, and it knows where you go, when you go, and how often you go.

You are being watched.

History.

Flock Safety was founded in 2017 after founder Garrett Langley discovered his neighborhood was dealing with a number of automotive break-ins that went unsolved. Langley had a history building and selling startups and this break-in streak planted the seed that would become Flock Safety. The initial plan was simple, create a cheaper ALPR (automated license plate reader) system that operated off of solar panels that could be sold to HOAs and neighborhoods to crack down on package theft and automotive break-ins. Initially the system operated outside of police control, offering information to them when relevant.

The company was a smash hit. In 2018 they began spreading throughout the metro Atlanta area. By July of the next year, there were over 180,000 homes across 270 cities in 30 different states sporting Flock poles. By attaching themselves to HOAs, Flock was able to bypass the red tape of government, allowing them to rapidly build their base before pivoting onto larger contracts that would require significant investments in lobbying and other governmental costs. Each pole sold for only 2000 dollars a year, significantly less than the competition at the time.

By 2019 Flock signed their first agreement with a police department. The Johns Creek Police Department paid an unknown amount of money to Flock for the privilege to access privately installed Flock cameras in their area.

In 2020 Axon, known for their bodycam systems (among other things that will be mentioned later in this piece and future pieces), began a strategic investment into Flock Safety as well as a commercial partnership aimed at selling Flock Safety cameras to police departments. Axon sold Flock cameras with Axon mobile ALPR systems side-by-side to departments across the country.

Since 2020 Flock has undergone 9 rounds of investments. Notable investors include Andreessen Horowitz, Tiger Global, and Peter Thiel’s Founders Fund. In total they raised over 957 million dollars. The company’s valuation ladder has been nothing short of impressive, ballooning from a 4.8 billion dollar valuation in 2024 to 8.4 billion in April of 2026.

How Are These Systems Installed?

A common thread throughout the national narrative relating to Flock cameras (and other, similar systems) is that they are deployed rapidly and done without the consent of any population. They fly under the radar of the citizenry and once these systems are emplaced, they are particularly sticky and troublesome to remove via the wheels of government.

In some cases the local government approves of the installation of these systems. Generally what happens is a sheriff or a police department makes a request for a budget increase specifically for these systems and the board approves of it. There is also rumor and debate that some local governments may also be receiving some kind of backroom deal style remittance for approving of these systems, particularly in some high visibility cases, but I am not going to entertain that conjecture here.

Sometimes the local police or county sheriff is able to entirely circumvent local government and begin implementing systems with their own discretionary budgets. For example, in Anoka county Minnesota, Sheriff Brad Wise was able to (proudly) bypass the county board by spending 1 dollar less than his reporting threshold on Flock products. It should be noted that the county still has those products in place as of the writing of this piece and the contract calls for up to 10 drones and numerous LPR cameras, when pressed on his reasoning, the sheriff reported “national politics.” Brad Wise is not the only sheriff to do this, this is very likely happening in counties across the nation, completely sidestepping any accountability and allowing these systems to be stealth-deployed.

Occasionally Flock, and their competitors, offer free trials or low cost pilot programs for local agencies to test these systems without having to invest in the entire ecosystem. This allows the local government’s debate to no longer be focused on “should these cameras be installed” and instead focused on “should these already functional cameras be removed?” This is precisely what occurred in Isanti county, Minnesota. The public only learned about the trial program after the cameras were emplaced.

Finally there are the cases where the deployment of the cameras is already paid for via federal and state level grants. This eliminates the need to request funding from the county or local government and instead allows these systems to basically just be requested and installed by the agency. Once active, the cost for maintaining the subscription for these systems gets put on the local government and it becomes much harder for them to spend the money on removing them over the lower cost of continuing their use. For example, in Newark Ohio, a state grant allowed a Flock contract to get approved without any competitive bidding or local governmental oversight.

The bigger trend to notice is the subversion involved in these different approaches. At no point is a community voting on this. These systems are being deployed without any citizen approval and their information is added to a national database that can be accessed cross-country by hundreds of thousands, if not millions of government employees. Flock and their ilk have become masters of undermining local government and the rights of the citizenry for profit.

Beginning as a conception to catch porch pirates, Flock has ballooned into a juggernaut in the United States. They are active in 49 states, in over 5000 communities, with estimates as high as 100,000 cameras, all interconnected and easily accessed by law enforcement and governmental entities. They make up a large portion of the nervous system of the Demiurgic System, acting as everpresent eyes. You can drive from one half of the state of New York to the other and have nearly every minute accounted for and logged in their database. All done without any input from the citizenry.

The Flock Camera System.

The Flock system is much more than just the fixed camera on a pole that we often see in the media. Flock, much like Axon, and other companies in the sector, are focused on creating an interconnected ecosystem that communicates with all of their products as well as the products from competitors.

The Basic Unit - The Pole

The most fundamental unit in Flock’s ecosystem is the pole camera. It is the cell that makes up the body that makes up their organism. At first glance it is just a camera on a stick but it is more in-depth than it looks.

Affixed on top of the pole is a mounted camera, also known internally as a “Falcon” unit. The Falcon is a fixed ALPR camera, designed to identify passing vehicles and plates. The Falcon is the “brains” of the operation. The Falcon performs initial image processing and identification of surveilled subjects before sending it off to the greater system. Attached to the Falcon is a solar panel with a rechargeable battery. Finally there is a cellular modem fixed to the unit, contained within a weather-resistant shell.

These poles are modular. Because they require no connection to civil infrastructure for power or communication, they can be installed virtually anywhere and done rapidly. They can be attached to the traditional aluminum pole that they are often seen standing atop as well as other infrastructure such as utility poles, light poles, traffic infrastructure, buildings, and more.

When a vehicle passes a Flock pole the following happens:

1. Vehicle enters the camera’s field of view

2. A photograph is taken. Simultaneously software will isolate the license plate, transcribe it, and identify the state it is from.

3. Computer vision then estimates the vehicle’s make, model, color, body style, and highlight visual characteristics such as dents, cracks, bumper stickers. It also will identify larger vehicle features like racks, trailers, toolboxes, and unusual modifications.

4. Timestamp is generated with date, time, and location noted.

5. Direction of travel is noted.

6. Observation is sent to the Flock’s greater system over their LTE network.

The Flock Ecosystem.

The Flock ecosystem is vast and is growing by the day. Flock, and similar companies, are actively growing their capabilities to sell more products to governments. Although, at its most basic lizard-brain level, the Flock ecosystem is built upon their centralized cloud.

The Centralized Cloud.

The entire Flock System is predicated upon the cloud. The cloud’s original purpose was to serve as the database for their ALPR cameras to send reports to. The database took Falcon data and made it searchable. Investigators needed only to log-in to a portal to access the database The cloud network does not only receive its data from state-owned cameras, but also from private companies, HOAs, and other customers using Flock systems. Private customers can choose to share their camera data with law enforcement, meaning an agency’s effective coverage can extend far beyond the cameras it physically owns. This is done because Flock operates a “private network” that it allows the government to see for a fee, raising substantial Fourth Amendment concerns. Because of the omnipresence of the cameras, police are able to perform more than just a simple check of where a stolen car was driving, they can identify the entire lifestyle and habitual patterns of a citizen. Rather than trailing a suspect, the system can trail everyone in real time.

The central Flock Safety Cloud also features custom options for agencies to employ such as vehicle filters, custom “hotlists,” real time alerts, mobile access, and access to the national LPR network.

At first glance one might think that the greater Flock system is a giant cloud-based database that allows police and governmental agencies to access their logs at a moment’s notice without any prior authorization. Unfortunately, the system is much larger than the cameras. Flock is increasingly becoming focused on software sales than hardware. While the base Flock database is still used daily by police, their more active software packages like Nova and FlockOS are becoming increasingly popular.
The Greater Flock System.

Unfortunately, the centralized cloud is not where the system stops. Flock has invested large amounts of time and resources into producing a software layer that seamlessly integrates their data sets, and the data sets from other companies, into real time command and control software, investigative data-fusion layers, DFR (Drone as First Responder) systems, audio detection, and 911 software. Each of these subsystems will have full length write ups in their own right but for now, we are focusing on the macro level.

Real Time Command and Control – AKA FlockOS

FlockOS is Flock’s answer to Axon’s Fusus platform. It is a real time command-and-control layer allowing agencies to see real-time camera feeds, CAD (computer aided dispatch) alerts, drone feeds, weather, and all other available intelligence feeds the department may have at its fingertips. It is a modular platform that allows agencies to merge everything into one feed, even if it comes from other brands, as well as access to private feeds on the different networks (such as an HOA with Flock cameras). There is active support for Genetec, Motorola/Avigilon, Mark43, Axon Fleet, ShotSpotter, and Skydio Drones. The goal of FlockOS is to create a nervous system that connects the disparate senses around the agency’s area, as well as allow connectivity to other agencies.

Investigative Data-Fusion Layers – AKA Flock Nova

Flock Nova performs cross-database research, collapsing previously separate RMS, CAD, LPR, jail, public-record, OSINT, and authorized interagency datasets into one searchable interface. An agency can put in a query for a name and receive not only their background in their area, but their background nationwide. Nova can create heatmaps of suspects, showing locations frequented and times of day (based on LPR data), along with all publicly available information relating to the suspect – name, address, marital status, vehicles owned, arrests, and more, drawing from other agencies, governmental entities, and even some private sources. If FlockOS is the nerve center, Flock Nova is the frontal lobe, processing all the information and sorting it.

DFR Systems – AKA Flock DFR

Flock DFR operates similarly to other DFR systems. Multiple drone units are dispersed throughout the agency’s area, parked on rooftops, usually fire and police departments, and they are then piloted or commanded to move to different locations based on 911 calls, LPR hits, sound detection alerts, and in the case of some of their competitors preprogrammed patrols. DFR systems feature HD imagery with both night vision and thermal optics with the ability to track individual vehicles or personnel autonomously, with real time autonomous flight. These drones can travel as fast as 60 mph and reportedly can read a license plate at 2000 feet. These drones can see with extreme precision. Similar drone systems from other companies can also be programmed to patrol at specific intervals, fully autonomously. DFR systems are designed to activate instantly and have an “eye in the sky” for a call within minutes, ideally before an officer arrives on scene as well as serve as autonomous surveillance platforms.

Sound Detection Systems – AKA Flock Audio Detection

Flock Audio Detection serves as their own take on the classic ShotSpotter system where roadside and public space acoustic sensors are placed strategically throughout the agency’s area. These systems are trained on hundreds of thousands of sounds and detect when there is gunfire, fireworks, and car accidents. Unlike ShotSpotter that behaves as a separate system, the Flock Audio Detection system can be the trigger for Flock camera systems and DFR systems to activate without human intervention.

911 Software – AKA Flock911

Flock911 is a dispatch-information layer connecting 911 caller information to patrol officers, real time command and control operators, and DFR pilots. Rather than waiting for a dispatcher to issue CAD notes, Flock911 strives to try and relay the information in real time to the agency and the rest of the ecosystem. In theory, this means the call itself can be what triggers the entire network. The call is made in a location (or a location is reported), and this triggers all nearby video and LPR systems in the area to begin relaying information in real time to the real time command and control center.

Ecosystem Conclusion.

The Flock ecosystem is a cold, autonomous machine that not only operates as extended eyes and ears of the agency that employs them, but they serve as passive surveillance platforms that indiscriminately target the entire population. Every facet of the ecosystem serves as a new organ for data collection or as a neural pathway to funnel information into another system. It conjures up scenes from a science fiction novel from Philip K. Dick or films like Minority Report. An omnipresent watcher, an electric brain watching everyone at all times.

Search and Identification Capabilities.

It’s easy to lose track of everything that these systems can monitor because their breadth is so wide. From the information space, to audio detection software, the sky is literally the limit with these autonomous systems. It feels like these systems are already omnipresent and omnipotent. Thankfully, these systems have yet to reach their full potential, unfortunately that means things can get much worse. Before we can establish where we are going, we need to first lay out everything that the systems can presently monitor beyond just the raw data streams.

Plate and Vehicle Information.

The system currently can read license plates and return matching historical observations with timestamps for each trigger. They can know where the plate was, the direction of travel, the make/model of the vehicle that it is on, as well as information relating to vehicle condition and aesthetics. They can also operate on partial plate information. The system can extract a partial plate and run it against the vehicle’s make/model and other identifying features to identify the vehicle. Plates can also be inserted into a hotlist and flagged when identified by LPRs, alerting users.

In essence, the system can know where a vehicle has been or currently is at any time of day.

AI Assisted Search.

Agencies can make use of Flock’s AI assisted search using natural-language queries. An investigator can describe a vehicle or person using ordinary language and the system will begin searching using an LLM style search. AI search goes beyond just plates and vehicles, allowing searches across supported video and LPR data. This includes vehicles and individuals based on visible characteristics captured by those systems.

Location and Movement Reconstruction.

Through the use of the LPR network and the rest of the Flock ecosystem, agencies can effectively map a subject’s entire life without the use of GPS tracking (which often requires a warrant). Camera hits can identify locations where someone is traveling or parking (sometimes even seeing them park in their own driveways), when scaled-up to a cross-jurisdictional system like Flock has, one cannot escape the network. One can drive from San Francisco to New York City and have substantial portions of the journey fully accounted for and timestamped.

Pattern and Lifestyle Analysis.

Humans are creatures of habit and because of that, these autonomous systems can identify the habits of individuals. They can make inferences relating to workplace, family connections, family relationships, business relationships, shopping habits, or really any recurring destination. They identify time-of-day patterns and can highlight when someone is behaving in a way that is outside of their usual pattern. They also make note of when subjects are near specific locations such as churches, political meetings, medical facilities, gun ranges, hotels, union halls, protests, or any other potentially sensitive or revealing locations. Travel records are a privacy breach but pattern analysis like this would make the Stasi blush.

Conclusion.

This is just where the system is at today. These companies often brag about where they are heading in the next 2, 5, and 10 years from now. If you feel uncomfortable with their capabilities already, these systems are only going to become more powerful in the near future.

Where the System is Heading.

As AI systems become more powerful and hardware becomes more effective, Flock and their compatriots are going to expand the capabilities of their products to produce more sales. Unfortunately, that means they are going to become even more expansive and subversive. It should be noted first that these companies are quite secretive about the features they are actively working on and often do not make them publicly known, instead forcing the public to make forecasts based on technological trends. That is what this section focuses on.

As established in the ecosystem section, Flock is focused on fusion. The current goal is to create a family of products that can work together in conjunction to create more complete intelligence pictures. They already have LPR, video, CAD, drones, public records, sound, and 911 dispatch streams available. The goal next is to integrate with other intelligence vendors or create similar systems. This means new products in the ecosystem that can intercept communications, geolocate subjects, social media monitoring, digital evidence collection, and use of OSINT data sources to identify and generate threat profiles on individuals, groups, and locations.

Flock, and their competitors, are focused as well on their existing products becoming more powerful by selling physical upgrades or upgraded service plans to their existing customer base. They already feature LLM driven AI search functions for major visual identifiers on humans (tattoos, scars, etc) but the current interest is driven towards more subtle data streams, specifically biometrics. Flock claims they are “not planning” facial recognition upgrades at this time but the technology is already existing and implementation would be relatively easy to add. On top of facial recognition technology is gait identification technology, identifying someone based on how they walk. There is also speculation that these firms may be looking into iris identification algorithms and high resolution cameras that can clearly see them. If implemented, Flock would be able to know who everyone on their camera feeds is without needing to see a license. Even if the subjects wore masks. Even if the subjects had rocks in their shoes. The goal is to create so many undeniable avenues of data that even if one or two are missing, the subject is identified.

Beyond bodies, there are forecasts that the industry is also branching into cell device identification. Police departments already use cell-site simulators to locate device and identify their owners by impersonating a cell tower. These devices can be seamlessly integrated into the Flock ecosystem and serve as another identifier that can sit next to a Flock LPR, confirming the identities of those inside of a vehicle.

Companies like Penlink already market that they can gather real time collection of phone calls, text messages, and web activity with their investigative software. The next logical step includes branching out into commercial data streams, that is to say, data brokers. Data brokers have been used by government agencies for years, it has been a severe source of privacy violations but up until recently, was generally done only during serious investigations. Autonomous systems will allow it to be done instantly and on anyone.

Unfortunately, things don’t stop there and they only get more and more personal. Financial transactions, predictive analysis (identifying what they THINK you will do next based on how you talk and act online and in person), persistent autonomous monitoring and modeling, full agentic AI investigations, fully autonomous tasking.

The end state is a future where everyone is under a microscope at all times. Privacy does not exist. Proactive policing stops being a policy of promoting peace in neighborhoods but becomes no-knock warrants on anyone the state deems a potential threat in the future.

Why should I care if they can do all of that?

Human history is littered with the stories of governments gaining more power and abusing it every step of the way. Without trying to sound like an anarchist, I want to discuss the nature of the state. The state behaves like any Darwinian creature. It wants to protect itself, feed itself, and reproduce. Following the order in reverse, the state reproduces by growing its authority and powers. Government agencies grow in responsibilities, grow in personnel, and they attempt to exert more control. The state then feeds and sustains itself with our tax money, that is quite self-explanatory. Finally, the state protects itself with law enforcement and the military.

As the state grows and exerts more control, it becomes more focused on protecting itself from a population that may not like the actions it is taking and in turn. For example, in East Germany, the Stasi (secret police) kept in-depth surveillance files on approximately 1 in 3 citizens. They kept extensive facial recognition databases, logs of people’s life, and a network of operatives and informants that kept their eyes and ears tuned into the people. It is estimated that in their 39 years of operation, the Stasi arrested 250,000 citizens.

Flash forward to today and the Western world is full of expanding states. The last decade has seen a radical shift in both left- and right-wing politics. Both sides have become obsessed with growing the state in their own way, expanding the police state, and prosecuting their enemies. This coupled with the growth and capability of the surveillance state threatens to create a society more afraid and watched than even the Stasi of East Germany could ever dream of creating.

This is all to say that this is setting the stage for a future that is very dark. One where we may not even see privacy in our own homes. This is well beyond “ur phone spies on u bro” this is total information domination. It begins with catching porch pirates and it ends with dissidents being arrested for attending a protest, holding the wrong views, for having the wrong connections, and more. Citizens stop being citizens and they become subjects. Someone to be seen with suspicion. A number with a pattern that is algorithmically studied and kept under constant surveillance. All the while, the companies that make and run these platforms rake in seemingly infinite amounts of taxpayer money.

What Can Be Done?

Thankfully, we are not finished and the future is not certain doom. The bad news is that it is an uphill battle to remove these cameras. The answer isn’t going to be found in taking a Sawzall to your nearest aluminum pole, either. Every legal avenue must be exhausted. These systems were put in place via subversion and legal knowledge, the best chance of removing them is from doing the same thing in reverse. A camera that is cut down is usually replaced. A camera repeatedly cut down is put in a more secure location that costs even more to implement. The United States government has more money (and money printers) than there are Sawzall blades.

Rather than getting physical, the current best option is to follow the playbook of the American left. The left in America has focused on grassroots campaigns, local government pressures, legislation pressures, and even litigation to get their way. That does mean that you need to put in effort in some form. You can’t slacktivist your way out of getting rid of these cameras. You need to be a proverbial nuisance.

Local governments respond well to large groups attending local meetings, especially when they are very upset groups who make their attendance known to local media or go viral on social media. Pressure can be applied to city and county governments to decline contracts, disable national sharing, shortening retention periods, or remov cameras entirely.

Large bipartisan grassroots campaigns are something every middling politician loves to see. This is because if they hitch themselves to the cause, they see a greater chance of reelection in their eyes. This is all to say that if a popular movement is started and politicians are pressed on it, they are more likely to agree with your point of view over a few angry letters. Politicians are also very partisan, and appeals can be made to their views. For instance, a left-wing politician may respond more to concerns about Flock (and similar systems) working with ICE.

If movements become large enough, they can begin litigation. Something that is VERY well employed by the left and the gun rights groups in the US. Constitutional challenges can be applied and sent out across the board, targeting city, county, state, and national level actors.

Finally there is the cultural shift. To bring up gun rights again, in the 1990s it was generally seen as borderline extreme to want to carry a gun in public and many states made it very difficult to obtain one, at the same time there was little opposition to things like the National Firearms Act and gun control wasn’t as dirty of a word. Fast forward to today and most states are now “SHALL ISSUE” conceal carry states, the NFA is on life support, and assault weapon bans are vehemently fought. This is not to draw a partisan crowd or say the opposition is wrong, it is to highlight that shifting the culture influences how governments act. If Flock and other surveillance capitalism firms are given the same treatment as the third rail, their support will dry up naturally with time. This doesn’t mean that you can just bitch about it on Twitter, though. Culture shifts happen naturally and gradually along with activism.

Closing Thoughts.

It’s so much more than just a pole with a camera. Flock is a case study for the greater demiurgic system that is growing around us. The goal isn’t just license plate readers. The goal is a system that is omnipresent, omniscient, and omnipotent. They want a god who will keep people in line.

Like all human ideas, it started off innocently enough, wanting to catch thieves and it quickly spiraled out of control once more and more money entered the picture. Suddenly HOAs had them, then local governments, then the network could communicate with itself, after that came more capabilities. Drones, 911 software, intelligence systems, and more, all operating in conjunction with one another. The forecast from here only becomes more grim as AI technology grows and more data streams enter the fray.

These systems are growing in their capabilities, being deployed subversively, and done against our will. Without pushback, these agencies and companies are going to keep growing their capabilities until they make the NKVD, Stasi, and Gestapo of yore blush. People need to be organizing while there is still time. It starts with a local Facebook group, or meetup at city hall. You don’t need to create something like BLM or MADD overnight, start local and put the pressure on your local government. With any luck others in your area are doing the same, you can then meet up and join forces and grow larger. That is how these things get done. We cannot wait for this to blow over or “wait til the collapse” because when that comes, the system will be so oppressive that even breathing wrong could trigger a knock at your door.

Act accordingly.

Grok Summary of the thread above:

“Flock Safety, a rapidly expanding surveillance company, is facing national backlash over its network of automated license plate reader (ALPR) cameras and interconnected ecosystem, which the thread argues goes far beyond catching criminals to enable pervasive tracking of ordinary people without public consent. Founded in 2017 to combat neighborhood thefts via cheap solar-powered poles sold first to HOAs, it pivoted to police contracts (aided by Axon partnerships and major investors like Andreessen Horowitz and Peter Thiel’s Founders Fund), reaching an $8.4 billion valuation by 2026 with presence in 49 states, over 5,000 communities, and up to 100,000 cameras. Installations often bypass democratic oversight through discretionary budgets, free trials that shift debate to removal, or grants; the core “Falcon” poles capture plates, vehicle details (make, model, color, modifications), timestamps, and direction, feeding a centralized cloud database searchable by agencies (including private feeds). This expands into FlockOS (real-time command-and-control integrating cameras, CAD, drones, and third-party feeds), Nova (data-fusion for cross-agency lifestyle heatmaps and records), DFR drones (autonomous aerial response with thermal/night vision), audio detection (gunshots/accidents triggering systems), and 911 software—enabling plate/vehicle searches, AI natural-language queries, full movement reconstruction across jurisdictions, and pattern analysis of habits, workplaces, and sensitive locations.

The author warns that current capabilities already allow lifestyle mapping without warrants and risk evolving into biometric ID (face/gait/iris), cell-device tracking, data-broker integration, predictive analytics, and fully autonomous investigations, creating a “Demiurgic System” of omnipresent control worse than historical secret police like the Stasi, where citizens become algorithmically scrutinized subjects rather than free people. An example of misuse is a 2024 Toledo false plate read that triggered an armed stop and dog attack injuring an innocent driver (settled for only $35,000). Pushback is urged via non-violent local organizing: packing government meetings, bipartisan pressure to cancel contracts or limit data-sharing/retention, litigation, and cultural shifts framing such surveillance as a third rail—starting small at city/county levels rather than relying on destruction or waiting for collapse—while tying into a broader critique of emergent, unvoted systems blending post-9/11 surveillance, bureaucracy, and corporate interests.”

https://www.oxfreepress.com/opd-proposes-new-oversight-for-flock-cameras/

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble, YouTube, and everywhere audio podcasts can be heard.

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The quantity of all of these shots being mass-produced in such a short timespan (six years on the public market) is not coincidental.

With that said, the GLP-1’s (“fat shots”) are not natural, and are in fact synthesized snake venom. So are the COVID shots (mRNA shots), hence the wide variety of ill-effects, autoimmune conditions, cancers, blood disorders, organ failures, body-wide inflammatory responses (sepsis), paralysis, and other causes of illness and death that can also be easily seen as side-effects of being infected with actual snake venom.

Judy Mikovits, PhD, (former employee of Dr. Anthony Fauci, book author, whistleblower, and routinely attacked for telling the truth) stated the following to Clay Clark on 12/11/24:

“Well, these GLP inhibitors are literally snake venom, as we know from Bryan Ardys, that literally cut holes in your stomach and disrupt your metabolism of tryptophan. I have on my screen here a june 13, 2018 article from cell host and microbes, and it's called Integrated Tryptophan Metabolism Under The Control Of The Gut Microbiota. What we have, is we have our own God given GLP1 secretion, and it controls, literally, your serotonin pathways, how you're calm, your neuro biologic brain function, and the production the ability for your kidneys to function, your liver to function, and your nerves and your brain to function, to calm anxiety, and this is all in the metabolism of tryptophan. So cell host and microbe and I presented this first at health freedom Idaho. So you'll destroy tryptophan metabolism. Since we just got off of Thanksgiving, what's tryptophan metabolism? Oh, that's how you calm down Turkey, chicken. This one figure was the key to HIV AIDS, whether it be neuro aids, that you call Lyme. No matter the variant, they have to disrupt tryptophan metabolism and your own God given GLP secretion so that your own gut microbiome cannot metabolize food.”

Unfortunately, yet typically speaking, if you ask an AI system what health impact will occur if a person takes these different types of shots (based on their prescribed schedule), in not so few words it will tell you that taking GLP-1’s in combination with other “shots that cause autoimmune conditions” (like COVID shots) will have little-to-no negative impact on the human body, and will in fact have an anti-inflammatory response.

I should say that I did not directly or specifically indicate that the “shots that cause autoimmune conditions” in my question were “COVID shots,” because if you ask an AI system that, it will not necessarily give you an answer because AI systems typically don’t like hypothetical scenarios in some situations, specifically if you mention COVID shots. So, I never stated a COVID or flu shot was what I was referring to. I simply asked;

“Can taking GLP-1’s in combination with other medicines or shots that cause autoimmune conditions be harmful?”

This is what Grok stated, while referencing mainstream widely-referenced outlets typically accepted by “doctors” and the pharmaceutical establishment:

“GLP-1 receptor agonists primarily act as anti-inflammatory immunomodulators—reducing pro-inflammatory cytokines, shifting macrophages toward less inflammatory states, and inhibiting pathways like NF-κB and NLRP3—without causing classical immunosuppression or increased infection risk. When combined routinely with an unspecified injectable that promotes autoimmune conditions or elevates cancer risk, available evidence indicates the overall effect on the immune system is typically a net reduction in chronic inflammation, with minimal direct pharmacokinetic conflicts for concurrent injectables and potential mitigation of certain immune-related side effects (as seen in some immunotherapy data). Clinical use alongside immunosuppressants, biologics, or vaccines is generally considered manageable under medical supervision, though individual monitoring remains essential and outcomes depend heavily on the specific second agent.

Routine dual injectable use is unlikely to produce unique, profound disruption of the immune system beyond the individual drugs’ profiles. Shared practical considerations include gastrointestinal side effects (common with GLP-1s), injection-site reactions, monitoring for individual tolerability, and coordination among prescribing clinicians (especially if the other agent requires therapeutic drug monitoring or affects glucose/weight).

Vaccines or other routine shots: Official guidance and product information list no contraindications or interactions. Clinical advice supports concurrent use (e.g., flu, COVID, shingles). One theoretical review raised the possibility that GLP-1-driven tolerogenic/anti-inflammatory shifts might modestly attenuate vaccine immunogenicity via immune-cell effects, but real-world human evidence of reduced effectiveness is lacking, and standard recommendations are to continue both as indicated.” https://www.sciencedirect.com/science/article/pii/S1359610124000492

Translation: AI systems will tell you that taking both GLP-1’s and COVID shots, on their own individually-based schedules, is NOT harmful.

Now, who actually believes this?

What’s funny (and sad at the same time), is that the work-around on this is easy, because the pharmaceutical industry openly writes about using snake venom in studies and laboratories to find new ways to get them into drugs that humans willfully take.

So, if you reframe the question to ask about “synthetic snake venom” (excluding the terms GLP-1’s or COVID/Flu shots), and ask an AI system again (Grok in this case), it states the following:

Effects of actual snake venom or synthetic toxin analogs:

“True snake venom is a complex mixture of toxins (neurotoxins, hemotoxins/cytotoxins, enzymes like phospholipases and metalloproteinases, etc.).

Synthetic versions of individual components or crude mimics would produce similar toxic effects, scaled by dose, purity, route, and frequency. Routine or repeated intake is extremely dangerous and not done therapeutically outside tightly controlled medical research or rare experimental self-immunization cases.

Acute effects (even from single or repeated lower-level exposures) can include:

• Local tissue damage: severe pain, swelling, blistering, necrosis, and potential permanent scarring or loss of function.

• Systemic toxicity: bleeding/clotting disorders, low blood pressure, muscle breakdown (rhabdomyolysis), kidney injury, neurological symptoms (weakness, paralysis, respiratory failure), and multi-organ stress.

  https://pmc.ncbi.nlm.nih.gov/articles/PMC10960010

  

Long-term or chronic effects reported after envenomation (or implied for repeated exposure) include:

• Permanent musculoskeletal disability (muscle atrophy, contractures, deformities, chronic pain, reduced mobility).

• Chronic kidney disease or progression from acute kidney injury.

• Dermatological issues (non-healing ulcers, hypertrophic scars, pigmentation changes).

• Endocrine problems (e.g., delayed hypopituitarism in some viper cases).

• Psychological effects (PTSD, depression, anxiety).

• In rare deliberate repeated-exposure cases (self-immunization attempts), individuals may develop neutralizing antibodies, but this carries high risk of anaphylaxis, severe reactions, infections, and organ damage; it is not safe or recommended.

  https://pmc.ncbi.nlm.nih.gov/articles/PMC10960010/

Purified, highly modified individual peptide components inspired by snake (or other animal) toxins have been developed into approved medicines (e.g., the ACE inhibitor captopril from a Brazilian pit-viper peptide, certain antiplatelet agents like tirofiban/eptifibatide, or defibrinogenating agents). These are given at precise therapeutic doses under medical supervision and have their own monitored side-effect profiles; they are not “synthetic snake venom” and do not replicate the toxic cocktail of whole venom. https://www.nature.com/articles/s41570-022-00393-7

Bottom line: Routinely taking actual synthetic snake-venom toxins (in any form) would risk progressive multi-organ damage, permanent disability, or death. There is no safe regimen for this.”

-Grok.

The real bottom line is far worse and far more descriptive than the AI’s “bottom line.” All of the symptoms listed above are only a small fraction of the symptoms and conditions of the COVID shots, the mRNA poison, flu shots and GLP-1’s (which are not natural, but synthetic). In fact, they’re all symptoms of what happens if a dog or a wild animal, regardless of size, gets bit by a snake. Now, imagine what happens to humans?

In the words of Dr. Anthony Fauci from 1999, in reference to a possible “AIDS” vaccine and how hard that would be to create one and have it be safe:

“...and then now let’s give it to thousands of people and then you find out it takes 12 years for all hell to break loose, and then what have you done?”

12 years. For some it’s only seconds after taking these types of shots (individually, in combination, or routinely) before they find out it was a deadly lie.

The former FDA Acting Commissioner Janet Woodcock even states the problem with the adverse reactions to the COVID shots, in Fauci’s recent uncovered emails:

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble, YouTube, and everywhere audio podcasts can be heard.

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When approximately 80+% of the American population injected themselves with the COVID bio-weapon (“vaccine”), it would only be a matter of time before insurance rates (across multiple categories for average users; (home, car, health etc.) would increase, due to increased numbers of the sick and the dead.

As more became sick and hospitalized, those health insurance rates would predictably increase, as those insurance companies saw a profit to be made. However, the same would be true for those companies when it came to their departed insurance holders. With less clients, insurance companies would have no choice but to increase their premiums to make ends meet for the decrease in the number of insured, as a result of being sick (i.e., car insurance; unable to drive etc.) or the dead (no longer needing home, health or car insurance).

The same would also be true for American citizens no longer trusting the medical industry and finding out that health insurance is a scam, and that it’s far cheaper to no have health insurance, thereby dropping their health insurer to seek more holistic options for their general health care, in particular if they’re healthy and un-injected.

As it turns out, these correlations are the probable cause of the steady increase in insurance rates within the U.S., and assuredly across the world.

As it turns out, both the sick and the healthy (un-injected) are literally paying the literal price for those who are injured or dead from the COVID bio-weapon.

Here are the numbers:

U.S. insurance rate trends (January 2021–July 2026) are best tracked consistently via the Bureau of Labor Statistics (BLS) Consumer Price Index (CPI) series for Motor vehicle insurance, Tenants’ and household insurance (covering renters, homeowners/household coverage), and Health insurance. These are official monthly price indices.

Approximate average annual dollar premiums from industry sources vary by coverage limits, location, driver/home profile, and methodology, so they are illustrative rather than precise national averages.

CPI Price Indices (Jan 2021 = 100). This compares relative price changes on a consistent basis through July 2026:

From the official BLS CPI data:

• Auto (motor vehicle) insurance: Strong rise overall (~+55% by mid-2026). Sharp increases in 2022–2024 (driven by higher repair costs, parts, labor, accident severity, and inflation catch-up), with some moderation/cooling in parts of 2025–2026.

• Home & renters (tenants’ and household) insurance: More moderate rise (~+15%). Actual homeowners premiums in many industry reports rose substantially more than this CPI series (see dollar chart below), reflecting catastrophe losses, rebuilding costs, and reinsurance.

• Health insurance: The official CPI series declined overall (to ~77 by mid-2026). Note that BLS health insurance CPI measurement has known peculiarities (it can move inversely to medical cost trends in some periods due to how retained earnings/benefits are accounted for). Actual employer-sponsored premiums rose.

Approximate Average Annual Premiums (illustrative):

Dollar levels vary widely by source, coverage type (e.g., full vs. minimum auto; dwelling limits for home), and state. Figures below draw from NerdWallet, Zebra, Insurify, Statista/III-related data, Newrez escrow analysis, KFF Employer Health Benefits Survey, and similar reports:

• Auto (full coverage): Rose strongly from roughly $1,600–1,700 range in 2021 to peaks near $2,200–2,300 by 2024–2026 (with some reports showing a temporary dip then modest rebound). Cumulative increases of ~30%+ from early 2020s levels were common.

• Homeowners: From ~$1,700 (2021) toward $2,400–$3,000 range by 2025–2026 depending on the source. Some escrow-based analyses showed ~64% cumulative rise from end-2021 to end-2025; growth moderated in 2025–2026 in many areas after sharp 2023–2024 hikes.

• Renters: Remained relatively low and stable (typically $180–$280/year nationally for standard personal property + liability coverage).

• Health (employer-sponsored family coverage): Rose from ~$22,200 in 2021 to ~$27,000 in 2025 (KFF), with single coverage reaching ~$9,300. Further increases expected into 2026; cumulative multi-year gains roughly tracked or modestly exceeded general inflation/wages in recent periods.

Summary of trends:

• Auto and homeowners insurance saw the most pronounced premium pressure post-2021 (repair/rebuild costs, claims severity, weather/catastrophe losses, inflation, and social inflation factors).

• Increases generally moderated or cooled in 2025–early 2026 relative to the peak years of 2023–2024 in many markets, though levels remain elevated and state-level variation is large (e.g., high-catastrophe states far above national averages).

• Renters insurance stayed comparatively affordable and stable.

• Health insurance premiums continued rising in dollar terms for employer plans (the dominant form of coverage), even as the specialized CPI series behaved differently.

This is how you hide the impact of the COVID bio-weapon on the paying-insured American. You raise insurance rates or maintain them, claiming that there are more insured, yet you fail to announce the numbers of the departed and their newfound absence of insurance coverage as a result of being sick, disabled, dead, or untrusting of insurance; and these end up being the motivating factors to increase the cost of insurance in order to keep the insurance company’s margins progressively steady or high over the years.

The dramatic spike in health insurance prices at the exact time of the second COVID shot (Spring/Summer 2021) and booster-shot (third shot) roll-out (latter half of 2021, through 2022), is not a coincidence. It’s a calculated adjustment for the sickness and death rates from the “COVID” bio-weapon.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble, YouTube, and everywhere audio podcasts can be heard.

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This is general information based on 2026 summaries from HSLDA-aligned and education sources, including Grok’s A.I. system. This is not legal advice, but this is also not a hard process. It’s very easy. It’s practically one email you send your local government district every year, and every January after that.

Before I get into the simple process of how to accomplish this, I want to spend a moment describing a recent story from an Oregon public school district.

Ask yourself, who is really to blame in this situation?

The post states the following from Conservative in Oregon. @oregonducksmama on X:

This is horrifying to see…

Oregon public schools are completely failing children.

Here is what Alex wrote on this post about this video…

(Posted by alexlockwoodpdx on Instagram):

“Echo Shaw Elementary mandatory reporters fail to report themselves after my complaints and Leo begging for help. Mexican gang of 5+ kids keep attacking him for being white, and the white kids attack him cause his mom’s a Teacher.
They have kicked him in the balls so many times it’s unreal but the Teachers just laugh.

My son is even attacked in the bathroom but when we speak up, the Principal Perla Rodriguez does nothing but gaslighting our real concerns. My son’s life is in danger and I’m not sending him back so let the cards fall where they may.

This is Unconstitutional and I must defend my son’s life at all costs.
It’s worth my life to protect him.

Imagine reporting it so much that you do it on the School Absentee Phone Voice Mail but they continue gaslighting. Imagine picking up your son from school every other week and he’s beat up almost every time.

Imagine having to tell your son its OK to hit girls in self defense because they attack him while the Teachers laugh at him getting kicked in the balls.

Imagine reporting them to the FBI and still nothing.

Imagine trying to file police report but they don’t accept it cause they are connected to Clackamas County Family Court

Imagine being forced to send your son to go get abused every week, knowing he’s getting abused at school and at home.

Now imagine they say you’re the bad guy and the attacks at school are your fault and a Judge accepts it without your knowledge so you lose custody because they lied and commit perjury, again.

What would you do if your son says “I can’t go back” in fear for his life. Would you tell him he’s got to go back again and again and again while the school counselor, the principal and his mom are all gaslighting it to protect their paychecks and public image.”

Video:

How to unenroll your child from government schooling:

Homeschooling is legal in all 50 states and Washington, D.C., but notification and withdrawal rules for leaving public school are entirely state-specific and can change. Always verify the current requirements with A.I. systems of the Home School Legal Defense Association (HSLDA.org), which has detailed state pages and forms, your state department of education, or local district, as there are often multiple legal pathways (e.g., under a specific homeschool statute, as a private school, or via a church/umbrella school option).

You can also use any A.I. system and ask it to draft you a letter for your specified state and district, to notify your district of your intent to homeschool. When you do, make sure and notify your local zip-coded school district every January, regardless of when you enroll your child/children so that your local school district does not get the tax money from the state for your child’s anticipated enrollment for their school for the next year.

Key distinction for unenrolling:

If your child is currently enrolled in public school, nearly every state expects a formal written withdrawal notice (letter, email, or district form) to the school or district superintendent. This clears attendance records and helps avoid truancy flags.

Include the child’s name, effective date of withdrawal, and a statement that you will be providing education at home. Keep proof of delivery and receipt.

Draft Example:

[Your Full Name]
[Your Street Address]
[City, State, ZIP Code]
[Your Phone Number]
[Your Email Address] [Date]

[Superintendent’s Full Name or “Superintendent”]
[School District Name]
[District Street Address]
[City, State, ZIP Code]

Re: Withdrawal of [Child’s Full Name] and Notice of Intent to Provide Home Education

Dear Superintendent [Last Name or “Superintendent”]:

I am writing to formally notify you that I am withdrawing my child, [Child’s Full Name], date of birth [MM/DD/YYYY], currently in grade [Grade Level] (or age [Age]), from [Name of School] / the [School District Name], effective [Effective Date – e.g., immediately / the end of the current school day / MM/DD/YYYY].

Beginning on that date, I will be providing [his/her/their] education at home in accordance with the laws of the State of [State Name]. I will ensure that [he/she/they] receives an education that is equivalent to that provided in the public schools of this state.

Please update your records to reflect this withdrawal so that [Child’s First Name] is no longer marked absent or considered truant. Kindly confirm receipt of this notice in writing at your earliest convenience.If your office requires any additional information or has a preferred form, please let me know and I will promptly provide it.

Thank you for your attention to this matter.

Sincerely,

[Your Signature]
[Your Printed Full Name]
Parent/Guardian of [Child’s Full Name]

Beyond that basic withdrawal step, requirements for starting/continuing as a homeschool fall into broad categories based on HSLDA-style classifications (no-notice / low / moderate / high regulation). Classifications can vary slightly by source and by the legal option chosen.Approximate counts and categories (as of 2026 summaries)

• No formal notification/intent required beyond possible withdrawal letter (roughly 9–12 states): You can withdraw the child and begin without filing an ongoing “notice of intent” or registering with the state/district. Commonly listed: Alaska, Idaho, Illinois, Indiana, Michigan, Missouri, New Jersey, Oklahoma, and Texas. Some sources also include Connecticut (notice often recommended but not required), Iowa (under certain independent options), and occasionally others depending on the pathway. In these states, a simple withdrawal communication (including email where accepted) is typically sufficient to unenroll.

• Simple notice of intent is the main (or only) requirement (roughly 15–25+ states, often called “low regulation” or “notification-only”): File a basic written notice (letter, email, or simple form) with the local school district/superintendent or state agency stating your intent to homeschool. Acceptance is usually automatic (you are notifying, not seeking permission). It may be one-time or annual. Content is typically minimal: child(ren)’s names/ages/grades, parent contact info, address, and a statement that instruction will be provided. Email is accepted in many districts if it meets the statute’s “written notice” standard. Examples frequently listed in this group include Alabama, Arizona, Arkansas, California (often via Private School Affidavit), Delaware, Florida, Georgia, Kansas, Kentucky, Louisiana, Maryland, Mississippi, Montana, Nebraska, Nevada, New Mexico, Ohio, South Dakota, Tennessee, Utah, Wisconsin, and others.

• Additional requirements beyond simple notice (the remaining states, roughly 15–20+, moderate to high regulation): These require notice plus extras such as detailed educational plans, affidavits with more information, prior approval, standardized testing/evaluations, portfolios, specific subjects/hours, parent qualifications, notarization, immunization records, or (rarely) home visits.

Examples of stricter ones:

• Notice + assessments/testing or portfolio reviews (moderate): Hawaii, Maine, Minnesota, New Hampshire, North Carolina, North Dakota, Oregon, South Carolina, Virginia, West Virginia, and others (schedules and alternatives like portfolio review by a certified teacher often available).

• Higher/more involved (plans, approval, etc.): Massachusetts (local school committee approval of education plan often required), New York (Individualized Home Instruction Plan/IHIP + quarterly reports + assessments), Pennsylvania (notarized affidavit + educational objectives + portfolio evaluation), Rhode Island (local approval), Vermont, and similar.

Approximately 30+ states allow a relatively straightforward process of written notice (often including email to the local district) to unenroll and begin, with no or minimal further immediate requirements for the notification itself. Roughly 10–20 states involve more substantial paperwork, forms, plans, exemptions via specific pathways, or approval steps beyond a basic “I am homeschooling” email/letter. Exact counts fluctuate because many states offer multiple options (some simpler than others) and sources differ on edge cases.

Other common patterns:

• One-time vs. annual: Some states need notice only when you start (or when you move); others require annual renewal (often by a specific deadline like August 1 or September 1).

• What the notice usually includes: Basic identifying info. Stricter states may want subjects, materials, hours, or a curriculum outline.

• No statewide approval needed in most places: In the large majority, filing the notice is sufficient; the district cannot deny it if the law is followed.

• Exemptions/other options: Many states allow operating as a private school (sometimes requiring an affidavit), joining an umbrella/cover school, or using church-related exemptions, which can change the paperwork.

• Ongoing obligations (separate from initial notification): Even in simple-notice states, some require record-keeping, minimum days/hours, or periodic assessments. High-regulation states add more.

Practical steps that apply almost everywhere:

1. Confirm current rules for your state and district via HSLDA or official sources.

2. Prepare and send a written withdrawal/notice (certified mail or email with read receipt recommended for proof). (I highly recommend sending through email).

3. Keep copies of everything and start keeping basic records (attendance, work samples) even if not required.

4. If mid-year, act promptly to avoid absence issues.

For a full state-by-state breakdown with exact forms, deadlines, and statutes, the best free resources are HSLDA’s interactive legal map and individual state education department pages. Laws evolve (some states have loosened rules in recent years), so double-check before acting.

I recommend Abeka.com as your homeschooling option. CLICK HERE, then click on Shop Abeka Academy and chose your child’s grade level. Make sure and also choose the “accredited version” as well.

You can pay all at once for the entire year, or pay monthly. All of the materials show up at your doorstep in one week upon ordering online, and the directions and process comes in the mail. You buy the products on their website based on the grade level of your child or children, and enroll your child/children on the same website after or before you purchase the materials.
For a breakdown of the price, I selected the grade of Kindergarten, and selected the following options that are highlighted in the purple boxes. The total price is listed above for one student, for an entire year. $108.60 per month for 10 months. That’s it!

How does Abeka Compare to other Homeschool Options?

The Abeka Customer Service phone number is: 1-877-223-5226.

I recommend watching their videos on their website and on YouTube as well.

If you have any questions, I can be reached by email at: americaneducationfm@protonmail.com

I also recommend listening to this recent episode I did on my podcast American Education FM with a father of two, who along with his wife successfully homeschooled using Abeka Academy, having never done it before and knowing nothing about it.

Take back control. The time is now.

The government system of brick-and-mortar “education” is about to get worse.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble, YouTube, and everywhere audio podcasts can be heard.

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Hi there.

If you’re still taking any vaccination that exists on Earth today, then you’re a fucking idiot. You will get sick and you will die from it. This isn’t complicated.

If you don’t know this by now, then you have learned nothing over the last six-plus years and you possess zero observational or critical-thinking skills. You actually have an IQ below 70, making you an actual categorical moron.

To all of the people writing huge mFLUSIVA articles on Substack right now, breaking down the numbers and diving into the studies of it’s ineffectiveness, you are accomplishing nothing. You might as well be writing 10-page articles about how horse shit tastes bad and why you shouldn’t eat it. All of which should go without saying.

Again, if you are foolish enough to take even one injection of anything, for anything, at this point in life, you are a part of natural selection and a thinning of the heard. You are being culled, whether you know it or not.

If you inject yourself before pregnancy, during pregnancy or after pregnancy, or you inject your baby at any point in their life, you will make yourself and your child sick and dead. It’s that simple.

Vaccines are not a “preventative medicine” for a condition or a “virus.” They are a poison that accompanies a fairy tale about an invisible enemy that doesn’t even exist.

The “Flu” doesn’t exist. “COVID” doesn’t exist. “HIV” doesn’t exist. Neither do the other conditions that have different names. These names or “conditions” are only labels that are given to symptoms of being poisoned, most of which are caused by a vaccine or multiple vaccines that a person takes, or other poisons they ingest. Autism, Parkinson’s, Measles, Mumps, Rubella, Asthma, ear aches, Alzheimer's, ALS etc. etc. etc. Pick a name. It doesn’t matter. They’re all caused by vaccinations and other environmental poisons.

All of the “tests” for these so-called “viruses” are also fake. If you bought one in a store, took one, and then believed the so-called “result,” then you’re retarded.

If you are a doctor or a nurse, and you still inject anyone with any vaccine or injection of any kind; at this stage of reality, you are a murderer. If anyone so much as even suggests that children should still receive any vaccinations, or any human of any age should receive any vaccinations, then those people are murderers too.

If you are a school, and you force any shot on students to attend your brainwashing camp, you are a categorical moron and a murderer. If you hold “COVID” or “Flu” shot events at your school or in your district, you are poisoning people, making them sick and killing them.

Stop beating around the bush on this issue. This issue is settled. Call it what it is. You’ve been lied to.

I have reasons to be mad. So do you.

That is all.

God bless, and have a lovely day.

“Be not deceived; God is not mocked: for whatsoever a man soweth, that shall he also reap.” -Galatians 6:7

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble, YouTube, and everywhere audio podcasts can be heard.

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Frankly, I had no idea these black political action committees existed. I knew about AIPAC, but I was unaware of the vast number of “black political action committees.” Not to mention, if there were White political action committees, they would all clearly be called “racists” and “White Supremacists.”

These committees don’t even hide their bigoted agendas, yet some claim to generally be “non-partisan,” in particular the obvious Republican Black PAC toward the bottom. Yet, many others come out boldly and state that they hate White people and anyone who is not them.

They are, in their own words;

“…fighting racism and white supremacy; protecting our voting rights and access to the ballot box; defending our neighborhoods from environmental racism, climate change, and violence; creating a fair economy and access to high-quality public schools; criminal justice reform and police accountability; and an equitable healthcare system.” -(Black PAC)

Some of the major national or prominent Black Political Action Committees that center on Black communities, candidates, or voters, include:

• BlackPAC (also referred to as Black PAC; Super PAC registered around 2016): Focuses on mobilizing and engaging African American voters, year-round political engagement, and supporting Democratic-aligned efforts in competitive states. Founded by Adrianne Shropshire (with ties to SEIU incubation in some reporting); affiliated with the Black Progressive Action Coalition (a related 501(c)(4)).

• Black America’s PAC (BAMPAC): Founded in 1994; describes itself as unaffiliated/non-partisan and has supported candidates emphasizing conservative principles, economic opportunity, education, and related issues. It has backed various Republican and conservative-leaning candidates.

• Congressional Black Caucus PAC (CBC PAC): The political arm of the Congressional Black Caucus (primarily Democratic African American members of Congress). Supports increasing the number of African American members of Congress and aligned candidates.

• The Collective PAC: Founded in 2016; works to increase African American representation in elected office at all levels through candidate support, voter engagement, training, and related activities. It and affiliates report having helped elect hundreds of Black candidates.

• Higher Heights for America PAC: Dedicated to electing more Black women to public office (federal, statewide, and major-city mayoral levels) and expanding their political participation and progressive policies.

• Black Economic Alliance PAC (BEA PAC): Nonpartisan coalition of Black business leaders and allies; supports candidates advancing economic priorities framed around “Work, Wages, and Wealth” for Black communities.

• Color of Change PAC: Affiliated with the racial justice organization Color of Change; focuses on building Black political power, endorsing progressive candidates, and related accountability efforts (including around criminal justice).

• Our Future is Black PAC: Operated especially around 2020–2022 cycles; affiliated with Black Futures Lab / Black to the Future Action Fund (linked to Alicia Garza); conducted independent expenditures supporting Democrats, notably in Georgia.

Many individual Black members of Congress also maintain personal leadership PACs that support their fellow allies.

Now for a deeper dive into some of these groups and what they specifically state that they represent and what they seek to accomplish, along with enriching themselves through dark-money donations.

Black PAC:

https://blackpac.com/

Our mission is to engage and activate our community around the issues that matter most: fighting racism and white supremacy; protecting our voting rights and access to the ballot box; defending our neighborhoods from environmental racism, climate change, and violence; creating a fair economy and access to high-quality public schools; criminal justice reform and police accountability; and an equitable healthcare system.

We believe in connecting with Black voters on these issues at their doors, in their neighborhoods, online, and by mail. We educate and mobilize Black voters to use our power to hold our elected representatives accountable to our community’s needs. We implement our strategies based on qualitative and quantitative research, including focus groups and polling. And we do all of this in pursuit of a multiracial democracy that is grounded in justice and equity.

Since 2016 BlackPAC has engaged millions of Black voters across the country, including in swing states like North Carolina, Georgia, Michigan, Pennsylvania, Nevada and Wisconsin. We have added more than 100,000 BlackPAC members to our community, and trained thousands of community leaders and organizers.

BlackPAC has engaged and galvanized Black voters to the polls to elect Governors, Lt. Governors, Attorneys General, US Senators and House members, State Legislators, and even a president. We activate and encourage voters to vote their full ballots, including school boards, mayors, city councils, and sheriffs, in order to grow Black political power from the grassroots, upl. Leadership at BlackPAC maintains relationships at the highest levels of our government to ensure the voices of Black voters are heard and our community’s policies are advocated for.

BlackPAC itself raised approximately $34–35 million in the 2024 cycle period alone from large contributions from other groups and individuals. That isn’t suspicious at all.

The Collective Political Action Committee:

https://collectivepac.org/

The Collective PAC is working to fix the challenge of under-representation of the Black community in elected seats of power throughout our nation. To reach political equity – a place where African American elected officials represent the community’s population statistically – Black elected officials should make up at least 13% of all elected officials in the U.S., at every level.

The Promise of Our Democracy

The promise of our democracy is that our government would be for the people and of the people. According to “Who Represents.Us,” a project of the Women’s Donor Network, 90% of elected officials in the United States are white, 95% of elected prosecutors are white, and 96% and 82% of Republican and Democratic candidates for political office are white. Therefore, The Collective PAC is focused on increasing the number of African Americans in public office at all levels to ensure our nation upholds its ideals and promises of a truly representative democracy.

Since our founding in 2016, The Collective has grown tremendously from a grassroots upstart to now the nation’s largest organization dedicated to supporting the next generation of Black elected officials and voters. As a result, The Collective encompasses five distinct legal entities all with unique yet complimentary missions to build Black political power.

Since 2016 these entities have:

The Black Progressive Action Coalition (BPAC):

https://www.blackprogressiveaction.org/

The Black Progressive Action Coalition (BPAC) is a left-leaning political action committee and advocacy group that supports Democratic Party candidates and left-leaning issues. The organization is affiliated with the Super PAC BlackPAC, sharing staff and the same executive director.

The organization mobilizes African American voters to turn out and vote for Democratic candidates. In addition to supporting Democratic politicians, the organization works as an advocacy arm for left-of-center policies on criminal justice, voting eligibility and policy, and economics. The organization focuses on forming long-standing relationships between African-American communities, left-leaning policy priorities, and Democratic campaigns by interacting with African-American voters on a year-round basis.

The watchdog group Influence Watch stated the following regarding The Black Progressive Action Coalition or (BPAC):

The The Black Progressive Action Coalition (BPAC) is said to be a “dark money” group and is funded by many notable left-leaning funding organizations and labor unions such as the Service Employees International Union, which “incubated” BPAC as one of its many projects and was BPAC’s largest funder as of early 2018.

Critics and left-progressives skeptical of the financing of political campaigns have called BPAC and sister organization BlackPAC “dark money” groups due to their raising money that cannot be traced back to a human source. Paul S. Ryan, a vice president for the liberal advocacy group Common Cause, said that “Voter turnout among underrepresented groups is a really important thing for democracy [. . .] the ends don’t justify the means.” Ryan continued by saying that while he personally agrees with the mission of BPAC, the organization “is now effectively serving as a conduit of ‘dark money.’” Other criticisms of the group include that the largest financial supporters of the movement are “wealthy, white donors.”

Black America’s Political Action Committee (BAMPAC):

https://bampac.org/

Founded in 1994, Black America’s Political Action Committee (BAMPAC) is a non-partisan, unaffiliated organization committed to strengthening democratic governance across all levels of government. Through strategic financial support and innovative political advocacy, BAMPAC has emerged as one of the nation’s leading Political Action Committees. Our diverse network of contributors and our forward-thinking approach not only empower candidates with the resources they need to succeed, but also actively engage communities through media outreach, issue advocacy, and educational scholarship programs.

Again, even the so-called “conservative” black PAC’s claim to be “non-partisan” when clearly they’re not.

Not surprisingly, many political action committees have broken the law.

Most famously, Black Lives Matter (BLM), where Tashella Sheri Amore Dickerson, executive director of Black Lives Matter Oklahoma City, was indicted in late 2025 on 20 counts of wire fraud and 5 counts of money laundering. Prosecutors allege she embezzled at least $3.15 million (from more than $5.6 million raised, much of it tied to bail funds after the 2020 protests) into personal accounts and spent it on travel, shopping, food deliveries, a vehicle, and real estate.

Others Black PACs have engaged in financial misconduct and embezzlement across political committees of various affiliations. Black PACs and campaigns in general have reported thefts via forgery, cyber crimes, and internal diversions. Civil FEC issues (such as late reporting by groups like Black Voters Matter Action PAC) have also occurred.

Another example includes the Affairs of Black People’s PAC in North Carolina, which is a longstanding organization that focused on promoting Black political power, voter education, and candidate endorsements.

In May of 2026, former PAC chair Cassandra Shana Stokes (age 35) was indicted by a Durham County grand jury on two counts of felony embezzlement and one count of obtaining property by false pretenses. Prosecutors allege she misappropriated roughly $75,000 ($31,500 in 2023 and about $43,475 in 2024) while serving as chair. Alleged methods included writing checks to herself or “cash,” unauthorized ATM and bank withdrawals, and using the PAC’s debit card for personal care and entertainment.

Sometimes the PACs will absolve themselves of wrong doing by throwing a single member of a political action committee under the bus to avoid prosecution, while other PACs will engage in crimes as a whole organization to embezzle money from gullible citizens with the promise of putting up candidates who are black and represent the interests of their fellow citizens, so they say.

No only have these race-based political action committees been around for quite some time, they’re growing and now becoming far more radical. Not to mention, again, if there were White political action committees, they would be called racists, and such committees would be attacked and shut down instantly. Yet, these other race-based political committees openly play the ‘race card,’ while always playing the victim.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble, YouTube, and everywhere audio podcasts can be heard.

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As it turns out, hundreds of programs exist across America that make tuition free (or residual-tuition-free) for qualifying lower, and middle-income students, involving well over 1,000 U.S. colleges and universities.

As one might expect, there are short and long-term consequences with these so-called “free” programs and grants.

For example, the University of Cincinnati (UC) launched the Bearcats Affordability Grant (also referred to as the Bearcat Affordability Grant) in early January 2026, and it happens to be one of the latest. It provides a pathway to essentially tuition-free undergraduate education for qualifying Ohio students from households earning $75,000 or less per year.

The grant covers the remaining cost of tuition (plus instructional fees, general fees, campus life fees, distance learning fees, and program fees) after a student’s Federal Pell Grant and Ohio College Opportunity Grant are applied. It does not cover books, housing, meal plans, or certain course-specific fees.

It applies to any undergraduate degree (associate or bachelor’s) at all three UC campuses (including online programs). Eligibility is automatic if criteria are met—there is no separate application.

Main eligibility requirements include:

• Total annual household income of $75,000 or less (determined via FAFSA information, based on dependency status).

• Ohio resident.

• Admitted for fall semester 2026 or later as a first-time, first-year (freshman) undergraduate student. Transfer students are generally not eligible (though dual-enrollment/College Credit Plus coursework does not count as transfer status).

• Submit a FAFSA and be awarded a Federal Pell Grant based on it.

• Once enrolled, maintain satisfactory academic progress and full-time enrollment for continued eligibility (reviewed each semester). The grant typically lasts for the standard length of the program (usually 4–5 years).

  uc.edu

UC announced the grant on or around January 7, 2026 (following its Decision Day for fall 2026 admits in December 2025). It is framed as part of the university’s broader “Next Lives Here” strategic direction (launched in 2018) to expand college access and success in the region, especially for students from Cincinnati and across Ohio. University leaders, including Vice Provost for Enrollment Management Jack Miner and President Neville Pinto, described it as a major investment to remove financial barriers, support workforce development in high-demand fields, and strengthen communities.

UC noted strong application growth (over 35,000 applications for fall 2026, nearly a 15% increase) and prior enrollment gains of nearly 9,000 students under its strategic plan. The program builds on other efforts such as the CPS Strong initiative (supporting Cincinnati Public Schools graduates) and scholarships like the Marian Spencer Scholarship.

Officials have highlighted that the median household income in Ohio is around or below this threshold for many families, so the grant could help thousands of students access a four-year degree who might otherwise face significant barriers. It is funded as a line item in the university’s budget, enabled in part by enrollment growth.

In short, starting with the fall 2026 incoming class, eligible first-year Ohio students from lower- and middle-income families (under $75K household income and Pell-eligible) can attend UC tuition-free for the covered costs, with the goal of increasing access and supporting the state’s talent pipeline.

Predictably (but apparently not for those running the university or those applying for the grants), short-term problems typically center on immediate implementation friction with the current environment, fairness perceptions, and capacity strain; while long-term problems involve sustainability, incentives, quality risks, and broader system impact.

For example, short-term problems typically include:

• Enrollment surge and capacity constraints: UC was already growing rapidly (enrollment rose by nearly 9,000–10,000 students in recent years and was projected to exceed 55,000 with a record freshman class). The grant is expected to further boost Ohio-resident enrollment. This can strain classrooms, faculty/staff ratios, advising, support services, and especially housing. UC has a major new residence hall complex under construction (adding ~1,300 beds, targeting occupancy around fall 2027), and local reports already note housing shortages and rising off-campus rents near campus. Overcrowding can degrade the student experience in the near term.

• Exclusion of current and transfer students: The program is limited to first-time, first-year students starting fall 2026 or later. Continuing students who have already taken on debt and transfer students are ineligible. This creates a visible equity gap and resentment, as noted in campus commentary—students already enrolled face ongoing costs while new peers get a better deal.

• Income cliff and incomplete coverage: Families just over $75,000 receive nothing under the program, even if their net ability to pay is similar. The grant is “last-dollar” (covering only remaining tuition after Pell and the Ohio College Opportunity Grant). It does not cover housing, food, books, or many fees. Low-income students still face significant non-tuition costs, which research on similar promise programs shows are often the larger barrier to persistence.

• Administrative and verification burdens: Automatic awarding still requires FAFSA processing, income verification, residency checks, and ongoing satisfactory academic progress monitoring each semester. Errors, appeals, or disputes can create short-term friction for students and the financial aid office.

• Budget impact in the first years: UC describes it as funded through growth and as a budget line item, but covering the residual tuition for a large new cohort still requires reallocating resources that could otherwise go to other priorities (faculty hiring, facilities, or existing aid).

Long-term problems typically include:

• Financial sustainability: As more cohorts qualify and tuition/fees rise over time, costs compound. The program depends heavily on federal Pell Grants remaining available and sufficiently funded. Proposed or actual Pell changes (eligibility tightening, award freezes, or cuts) would force UC to cover larger residual amounts or scale back the promise. Similar state and local “promise” programs have faced funding shortfalls, eligibility restrictions, or phase-outs when revenues tighten.

• Risk of academic quality or completion challenges: Expanding access is valuable, but if it draws in larger numbers of academically underprepared students without proportional increases in support services, retention and graduation rates can suffer. Broader research on free-college/promise programs finds stronger effects on enrollment than on persistence or degree completion once enrollment is controlled for. Lower completion would undermine the program’s workforce and equity goals.

• Incentive and pricing distortions: Institutions can respond to guaranteed residual coverage by raising sticker prices or fees over time (a documented pattern with large aid programs). Full-pay or near-full-pay families effectively subsidize others. A sharp income cliff can also create odd incentives around reported income or family structure near the threshold.

• Crowding out and opportunity costs: Resources devoted to residual tuition for one group may limit institutional aid for middle-income students, graduate programs, research, or other access initiatives. It can also shift enrollment patterns away from other Ohio institutions or community colleges in ways that affect the broader system.

• Political and demographic vulnerability: The program is popular while growth continues and budgets allow, but economic downturns, state funding cuts, or shifts in political priorities can force abrupt changes. Demographic declines in the traditional college-age population (common in many states) could later leave the university with higher fixed costs from expanded capacity.

• Limited impact on total cost of attendance and debt: Because living expenses remain, many “tuition-free” students still borrow or work extensively. If completion rates do not rise substantially, the net benefit for mobility and debt reduction is smaller than the headline suggests.

These issues are not unique to UC—they appear across many last-dollar free-tuition and college-promise programs. The design improves access for a targeted group of Ohio freshmen, but it creates near-term operational pressures and longer-term questions about cost control, quality, and durability. Outcomes will depend heavily on how well UC scales support services, manages housing, monitors academic progress, and sustains funding as conditions change.

Related “free tuition,” “promise,” or income-based tuition-guarantee programs are also widespread.

• College Promise programs: More than 450 such initiatives operate across all 50 states (up from about 53 in 2015). These programs affect or are aligned with more than 1,700 colleges and universities. Many are last-dollar (covering remaining tuition after federal/state aid), place-based or statewide, and often income-targeted or open to residents meeting other criteria. Roughly 38 states have statewide versions.

• Broader free-tuition offerings: A Washington Post database (early 2026) catalogued nearly 1,000 colleges and universities in 45 states that offer some form of free-tuition program. These include two-year colleges, four-year publics and privates, vocational schools, and elite institutions. Eligibility can be based on income, residency, academics, or other factors; coverage is typically tuition (sometimes fees) but rarely full cost of attendance.

• Income-based institutional guarantees: Dozens to over 100 individual colleges/universities (and several public systems) publicly advertise free or near-free tuition for families below specific income cutoffs (commonly $50,000–$200,000+, with many in the $75,000–$100,000 range, similar to UC). Examples include many selective private universities (e.g., Harvard, MIT, Stanford, Yale, Princeton, and others with thresholds of $100k–$250k) and public systems or campuses such as the University of Texas System, University of California System, various Michigan public universities, Texas A&M, and others. Lists of prominent examples often highlight 40–90+ institutions or systems.

These programs also vary significantly:

• Last-dollar vs. first-dollar: Many (including most promise programs and UC’s) apply after Pell and other aid, so the institution’s cost is the residual. Some elites cover more or use institutional aid more aggressively.

• Scope: Some cover only community colleges or in-state residents; others are open more broadly. Many exclude transfers or continuing students, similar to UC.

• Coverage: Almost all focus on tuition (and sometimes mandatory fees); housing, food, books, and other costs are usually not fully covered.

• Growth: The number has expanded rapidly in the past decade, driven by state policies, institutional competition for students, and public concerns about affordability.

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Long story short, colleges and universities are making more work for themselves as a company, that will have no measurable return on investment.

In the end, these “affordability grants” are being given to students with no guarantee of graduating in four or five years. They’re being given in an attempt to raise a university’s enrollment numbers in an effort to boast about those numbers, yet they’re doing so without the vetting processes of old for incoming students, thereby almost admitting that the product they’re delivering is of a lower quality than that of the past.

Then again, was the product ever any good to begin with? That’s the real question, and I think at this point it’s a rhetorical one.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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MyGender Dolls is a University of Minnesota project (later commercialized) developing customizable paper-style dolls and related materials as a “therapeutic” tool for transgender and “gender diverse” children ages 4–10. It originated in the university’s Eli Coleman (jew) Institute for Sexual and Gender Health / National Center for Gender Spectrum Health and emphasizes gender-affirming approaches in which identity is treated as independent of biological sex/anatomy.

https://en.wikipedia.org/wiki/Eli_Coleman

The concept began with psychologist Rachel Becker-Warner, PsyD. It was developed with Dianne Berg (jew), PhD (NCGSH co-director and licensed psychologist working with young patients), and Ashley Finch (communications specialist and artist described in related coverage as transgender/gender-diverse identified). The dolls were presented at the 2019 USPATH symposium (U.S. arm of WPATH) and featured in a 2020 University of Minnesota Discovery Magazine article titled something like “A Reflection of Me.”

Early prototypes received funding from a California Institute of Contemporary Art grant. During COVID, the team shifted toward an app version usable at home during telehealth sessions with caregiver and therapist support. The project remained research-oriented for years, with plans to hire more transgender and gender-diverse artists for additional designs and to distribute the tool to “gender-competent” therapists.

In February 2024, the National Center for Gender Spectrum Health posted on Instagram recruiting “transgender and gender diverse children between the ages of 5 and 10 years old and their parents” for focus groups/hands-on activities with the dolls to “help talk about gender and bodies.” Compensation was $20–$60 per group. Families would meet multiple times to play with the dolls and provide feedback.

The dolls are two-dimensional, paper-doll style figures. Key features described across university materials and the project site include:

• Bodies varying in age, shape, and skin color for representation.

• Over 100 options for clothing, hair, and accessories (each clothing item drawn in multiple versions so outfits fit any body).

• Choices of external genitals and internal reproductive organs, which children layer on. Explicit rationale in earlier materials: to “show that their gender identity is valid no matter what parts they have” and to address beliefs such as “I’m not a ‘real’ boy because I don’t have these private parts.”

Developers framed this as making abstract gender concepts tangible and interactive, helping children express themselves, explore feelings about bodies, promote resilience against stigma, and support “gender exploration” in a play-based way. Berg was quoted saying that what makes someone “real” is how they think and feel, not body parts, and that the tool helps counter societal messages that could cause shame.

The commercial version (launching 2026) is described as including doll bases, expansion packs, and training materials. It is marketed as community-informed, research-driven, culturally attuned, and “grounded in gender-affirming clinical practices.” Intended users expanded to mental health providers, school counselors and educators, pediatricians, and other clinicians/educators working with gender-diverse children in clinical and educational settings.

Controversy and University ResponseDetails spread widely in December 2024 via conservative/social media accounts (including Libs of TikTok), Daily Wire, College Fix, Campus Reform, Alpha News, and others. Critics described the dolls as inappropriate for young children, a form of ideological indoctrination or “grooming,” and an example of sexualizing minors by focusing on genitals and reproductive organs in a therapeutic/play context with 4- to 10-year-olds. The American College of Pediatricians (a group critical of gender-affirming care for minors) called them “just a grooming tool” with “no place in an ethical medical care world,” arguing children recognize biological sex early and that such interventions can cause confusion/anxiety.

The university responded by altering or removing content from its website: the detailed project page was shortened or changed, a related Discovery Magazine article disappeared, a promotional video was taken down, crowdfunding appeals and individual names were removed, and descriptions were sanitized. A spokesperson stated that MyGender Dolls are therapeutic tools for licensed therapists to use with patients and parents/caregivers to help children who find it difficult to express themselves; that research (including early-stage focus groups) was ongoing; and that the tools were not then available for use. Updates were said to reflect the project’s current status.

The current official UMN project page appears to return a 404 or has been further de-emphasized. A separate commercial site (mygenderdolls.com) launched waitlist sign-ups for a 2026 release aimed at professionals.

FundingPrototypes had external grant support. The project received a cash prize (up to ~$3,000) from the university’s MINCORPS program (tied to the Great Lakes I-Corps Hub, which has had National Science Foundation support) and an award from the university’s Early Innovation Fund (up to ~$10,000). The broader institute reported substantial research grant funding. A crowdfunding campaign targeting $25,000 raised only a small fraction. The Upper Midwest Law Center submitted a data request in early 2025 seeking funding sources and related communications, citing public interest in whether taxpayer/student resources supported the work aimed at young children. University statements have indicated research used institutional resources but claimed commercialization is not directly taxpayer-funded; exact breakdowns remain contested/opaque in public reporting.

Current Status (mid-2026)The commercial product is scheduled to launch in 2026 with a waitlist open for clinicians, educators, researchers, and supporters. It continues to be framed as a play-based therapeutic resource promoting representation, resilience, confidence, and joy for trans and gender-diverse children. Criticism persists, including petitions and renewed social media attention highlighting the age range (now explicitly 4–10), school/educator targeting, and genital customization features. No large-scale independent clinical outcome data establishing efficacy or long-term effects of this specific tool appears to have been publicly released in the reporting.

University of Minnesota’s National Center for Gender Spectrum Health (NCGSH).

The National Center for Gender Spectrum Health (NCGSH), or more recently referred to and rebranded as the National Center for Gender Health (NCGH), is an initiative of the Eli Coleman Institute for Sexual and Gender Health (ISGH) within the University of Minnesota Medical School’s Department of Family Medicine and Community Health.

It operates in Minneapolis (associated with the ISGH address at 1300 South 2nd Street) and focuses on research, education, clinical innovation, advocacy, and policy work related to the well-being of people across the gender spectrum—including cisgender, transgender, and gender-diverse individuals.

The broader Program in Human Sexuality (the predecessor to ISGH) has deep roots at the University of Minnesota, dating to the early 1970s, with a long involvement in sexual and gender health (including early work related to transgender care). The National Center itself emerged as a philanthropically supported initiative. It was established or formalized through fundraising efforts tied to a roughly $5 million campaign completed around the Program’s 50th-anniversary period (celebrated circa 2021), which also supported endowed chairs and related positions.

ISGH itself was renamed/rebranded as the Eli Coleman Institute for Sexual and Gender Health in recent years. The Center has been described as focusing on building strengths, community relationships, advocacy, and innovative ideas to improve the well-being of gender-diverse people across the lifespan. In a more recent annual report (covering 2025 activities), it formally launched an updated name (“National Center for Gender Health”), icon, mission, and vision.

Leadership has included G. Nic Rider, PhD, LP (Associate Professor; they/them pronouns), who has served as Director. Rider is a licensed psychologist with expertise in health disparities, minority stress, resilience, and affirmative care for sexual and gender diverse people; they have also held roles coordinating adult gender services within ISGH and contributed to standards such as the WPATH Standards of Care Version 8. Other affiliated faculty and clinicians (e.g., Dianne Berg, PhD, LP, associated with child and adolescent gender care and co-development of key frameworks) have been involved.

Mission and VisionCurrent stated mission: Collaborate for sexual and gender justice by, for, and with transgender and gender diverse people by dismantling systemic barriers and advancing their health, equity, and well-being through intersectional research, translational scholarship, and dedicated advocacy.

It’s Vision statement reads: “A fundamentally transformed society where all transgender and gender diverse people achieve sexual and gender liberation and autonomous well-being, supported by equitable systems informed by intersectional research and affirming policy.”

Earlier framing emphasized promoting well-being across the gender spectrum and addressing stigma, discrimination, access barriers, health disparities, and the need for specialized training. The Center has argued for a paradigm shift that affirms diverse gender identities as part of normal human variation, prioritizes psychosocial needs and outcomes (beyond a primary focus on medical interventions), and develops research-based, developmentally appropriate, trans-affirmative approaches across the lifespan (children, adolescents, young adults, middle age, and older adults).

It’s ‘Core Framework’ claims: Gender Affirmative Lifespan Approach (GALA™)A signature contribution is the Gender Affirmative Lifespan Approach (GALA™), an innovative therapeutic and clinical framework developed at the Center. It is grounded in research linking stigma, discrimination, and lack of access to care with negative health outcomes for transgender and gender-diverse (TGD) people. GALA aims to counteract internalized stigma, support positive gender identity development, and promote mental health and well-being through developmentally tailored interventions.

Core therapeutic components include:

• Gender literacy — Learning to identify societal gender “rules” and clarify one’s own beliefs and values; understanding distinctions and interconnections among sex assigned at birth, gender identity, expression, and orientation, as well as oppressive practices.

• Building resiliency — Cultivating adaptive coping strategies and supportive networks to resist gender-based stigma and discrimination.

• Moving beyond the binary — Recognizing and embracing the full range of gender identities, expressions, and experiences (including nonbinary and genderqueer identities).

• Pleasure-oriented positive sexuality (POPS) — Promoting sex-positive, gender-affirming approaches to sexuality and pleasure (countering historical over-focus on negative outcomes).

• Connections to medical interventions (when desired) — Supporting access to competent, affirming care while addressing historical and ongoing medical stigma/gatekeeping.

“Philosophical values” underlying GALA include:

• Transaffirmative (viewing transgender identities as normal variations, not disorders).

• Transparency (addressing historical gatekeeping and being open about roles, biases, and processes such as referral letters).

• Intersectionality (attending to race, class, religion, age, location, and other identities in shaping experiences).

• Across the lifespan (accounting for developmental stages and generational differences in stigma, narratives, and access).

• Interdisciplinary (involving mental health providers, physicians, surgeons, social workers/navigators, and community resources).

• Empiricism (grounded in evidence-based scholarship).

The approach is applied differently for children, adolescents, young adults, adults, and older adults. The Center and affiliated researchers have also developed or adapted assessment measures aligned with these principles (available for free under certain agreements), such as spectrum-inclusive versions of gender dysphoria scales, family environment measures, recalled childhood gender identity/experience scales, body image scales, genderqueer identity scales, and sexual functioning indices.

Activities and Impact:

• Research and scholarship: Population-based studies (e.g., involving Minnesota Student Survey data on gender-diverse youth), mixed-methods work on disparities and resilience, development of measures and frameworks, and community-engaged or participatory approaches. Publications and presentations appear at venues such as WPATH and other professional conferences.

• Education and training: Contributions to graduate certificates (e.g., Transgender and Gender Diverse Health Certificate offered in collaboration with the College of Continuing and Professional Studies), courses on care of TGD children/adolescents, provider training, continuing education, and workshops. Faculty have been involved in developing or contributing to broader standards of care.

• Clinical and translational work: Linked to ISGH’s clinical services through the M Health Fairview Sexual and Gender Health Clinic and related gender care programs. Emphasis on affirmative, lifespan-oriented practices.

• Advocacy, policy, and community engagement: Policy briefings and reports (including collaboration with the Minnesota Department of Health), system-wide policy work on gender-affirming care, legal clinics for name/gender marker changes (with partners), community events, social media campaigns, intergenerational events, and partnerships with local organizations (e.g., Minnesota Transgender Alliance, Transforming Families, OutFront Minnesota, and others). Recent efforts have included responses to evolving policy landscapes and public education challenging myths.

The Center positions itself as advancing intersectional, evidence-informed, affirming approaches amid ongoing debates about access, evidence, and policy regarding gender-related care. It collaborates locally, nationally, and internationally and supports learners from high school through postdoctoral levels while centering community expertise and lived experience.

Still think these institutions can be reformed or fixed? Think again. The all need to be burned to the ground.

This isn’t a university teaching the truth about anything. It’s a mental institution with jewish leadership advancing the normalization of pedophilic behavior among adults toward children. If a K12 school teacher were doing this in a classroom setting with their students, they would be arrested.

If you send your kids to college or allow them to accept these kinds of behaviors anywhere, you are the problem.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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TO LIVE, TO COMMAND, TO CONQUER.

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“The community is an army and children are its weapons.

Every army is an organization and every organization, like every community, is built and maintained for an objective. For some, the goal is defense; for others, the goal is empire; there is no middle ground between defense and empire, so one must choose one or the other.

Defense is understood as a necessary component of any organization - whether one is defending its existence against competitors or justifying its existence to superiors, peers, or subordinates; that is, defense is taken as given and is the least effort needed for organizational sustainment. Defense, like empire, relies on multiple fronts to achieve its objective.

Empire need not consist of terrain, colonies, or puppets; nor does empire need to reveal itself under the mask of war, for there are other instruments of power. The modern West, for instance, might seek to dominate its peers and opponents economically, while other, less structured or robust communities might seek to dominate their peers and opponents through cultural influence. Whatever the case, a certain goal is pursued along one or more fronts and the conditions under which the goal is achieved can be seen as domination. Any equilibrium desired or reached in pursuit of this goal must only be seen as a respite along the path to future domination, to future empire.

Defense voluntarily pursued across all instruments of power amounts to a weakness of will, a blind idealism. The organization that merely defends itself, or willingly seeks perpetual equilibrium will, in time, succumb to the more predatory instincts surrounding it.

For while some wish for equilibrium in their idealistic defense, others seek imperium and the means to achieve it.

The natural balance of things suggests that both the weak will be overcome and that strong wills erode in time. Spates of supremacy are undercut by flurries of mediocrity; weakness is squashed underfoot, and strength is corrupted by further pockets of weakness.

The ebb and flow of events and their corresponding power is a matter of limited perspective; what endures is the fact that strength is but one body with many faces. The organization that focuses its intrinsic strength of will behind the multiple fronts of power is best equipped for survival. Survival, ultimately, means countering the natural balance of things by creating the conditions for future dominion, for future empire. In short, empire is life.

The organization that seeks defense as a means pursuant to later strength is yet seeking empire; it only works within the parameters of its given time — i.e., it does what it can. What ensures its success or failure across the instruments of power and into the future is the will to endure. Endurance is survival; survival is dominion; dominion is power; and all success and failure, then, hinges on the will to power.

Communities coalesce out of a necessity that morphs into culture. A culture arises out of a community because, over time, there exists tradition (shared history), vision (shared purpose), and the ways through which the culture is sustained (values). Communities, like the States they birth, rely on instruments of power to exercise their values. Viewed holistically, a community’s end or objective is survival, the way it achieves this end is through its value system, and the means by which it is achieved are the instruments of power; the overarching strategy, if circumvention of the natural balance of things is sought, is dominion.

To achieve dominion, a community, like the State it births, must deploy any number of weapons; the weapons are deployed across the instruments of power; the types of weapons deployed are determined by the community’s values. A strong community - whether its manifest State is robust or not - will always know its greatest weapon: the community’s embodied past, present, and future: its children.

Our children are our greatest weapon - for defense, for imperium. Our children are the bulwark against foreign influence, the rampart through which we conserve our identity. Our children are the means by which we advance the frontline in this clash of blood and culture we call life. This is not to say that children are to be objectified or devalued - not in the least; our children are our most prized possession, our most cherished treasure. They are ends in themselves and, because of this, they are our greatest means to value the whole community. Our children are everything. A community that fails to see its children as its greatest asset in its march against time and alien influence betrays itself, acting as traitor to its voiceless past; the future for a failing community will be an existence with another face, a face disconnected from its past, a face divorced of tradition - the face of an international man made for international cliques, which is the face that holds dominion over the perpetual defenders.

Necessary for the successful deployment of any weapon system is maintenance. If your weapon is money, you must secure the funds and understanding to deploy it appropriately. If your weapon is a rifle, you must know how to disassemble, clean, reassemble, and fire it effectively. If your strategy is dominion, your way of achieving it rests in your values, i.e., your culture; culture propagation is gained via the supreme cultural weapon — the means by which we protect and further it — our children. If children are our weapons, we must know how to develop them.

To develop a child is to develop his self. The essential aspects of the self are the physical, mental, and spiritual. ° For the self to be healthy each aspect of the self must be healthy; to neglect one aspect in favor of another is to undermine the health of the entire organism; further, neglecting the health of the self — especially the self of the child — is undermining the health of the community, which is tantamount to treason, no small crime. In the end, a parent must set the example for his children; and, in the end, a parent who fails to see himself and his family as integral to the health of a larger whole must himself improve. To not set the example is to contribute to a decaying folk.

To develop physical health, the parent” must instruct the child on the imperativeness of healthy diet and exercise. This requires parental effort, but such is the nature of proper parenting. A healthy diet consists of natural or minimally processed foods; a proper diet minimizes or eliminates “comfort” foods, for such so-called foods, which ostensibly sit as the foundation for many modern Western diets, lead only to physical, mental, and spiritual decline and disease. Likewise, the parent must instruct the child on healthy exercise. Exercise must be functional and incorporate the whole body.

Learning about the body and its different energy systems will be helpful to building an effective exercise regimen. Ultimately, physical health creates the conditions for mental and spiritual health.

Nurturing mental health means emotionally and pedagogically “being there” for your child. A parent must satiate his child’s emotional needs; to do otherwise is neglect. Scholastically, a parent must educate himself enough to competently augment (or surpass) the institutional instruction the child receives.

Parent-child discussion — from even the earliest ages — is essential to not only build the foundation for familial communication, but to also stay abreast or ahead of institutional instruction. The attentive parent must be able to provide context or fill in information gaps otherwise ignored by the schools. This will also ensure the child is exposed to broader knowledge streams that institutions (public or private) often disregard. Homeschooling is an option, but recommended only for the astute and capable parent; care, in this case, must be taken to prevent social isolation, which could lead to later culture shock and corruption. Like physical vigorousness, mental health must be sought to undergird the self and its spiritual purpose.

As that which is transcendent, the spiritual aspect of the self is its highest aim. A child must always understand that his physical and mental health are achieved and maintained, not merely for the individual, but for the family and community which he will later strengthen. He must understand that his blood represents the blood of his ancestors. Every child is a self, and every self is a part of something larger, something higher — the family and community. It is incumbent upon the parent to instruct the child in his role and purpose; for the self’s purpose is not different than the family’s, nor is it different than the community’s. The child’s purpose is the aim of every self and every community: not merely surviving, but thriving — the goal is dominion.

To neglect proper care and maintenance of our greatest weapon, our children, is to betray all who have come before us, all who stand by us now, and all who will have their existences snatched from them in a globalized future. Is it easy to just let your child lengthily sit in front of a television, tablet, phone, or some other device? Yes, it is. Is it healthy? No. Is it engaged parenting? Definitely not! You would never leave your rifle in the rain simply because you wanted to stay dry — if you did, your rifle would rust and fail to function properly. Is it easy to shovel various processed and “comfort” foods into your child’s mouth? Yes, it is. Is it healthy? Absolutely not! You would never let your car, yard, wardrobe, or — God forbid! - your phone fall into a state of disrepair. All the more reason that we should focus all positive energy and effort on our greatest asset and future salvation: our children.

For our children are weapons, and the community is the army. Proper living and proper conservation of our heritage demand much work; but this work is echoed in our children and our community, the means by which we further our values; and our values are the ways through which we achieve our final and enduring objective.

What is our objective? To live, to command, to conquer!”

To purchase the book Myth and Sun by Martin Friedrich, with this essay within and many others, click HERE.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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If you followed the Q posts in 2020 or before (but certainly in 2020), you were told that the 2020 election was going to be stolen. You were told that “COVID” was a lie and that it was a distraction from the incoming stolen election in an effort to justify mask-wearing, low voter turn-out, and Joe Biden hiding in his basement.

Donald Trump even told you in May of 2020, and he stated it again, many times on Twitter, before Election Day:

Then, on approximately July 22, 2020, a Twitter account named @Johnheretohelp (which was the Twitter handle of Ryan D. White (also known as Jon/Jonathan/John McGreevey or Ryan Dark White) stated the following about the upcoming 2020 election that November:

John @Johnheretohelp

I’m hearing some disturbing things now. The Dems/DS intend to “Take” the election.

They know they can’t win, they know the vast public opinion is against them. So they intend to just take it, claim they won.

They do not have access like they did when Obama was in power. Their control over the fraudulent voting mechanisms, satellites, rigged voting machines, mail in voting, etc. Is Much less than in 2016/18. Pres. Trump is doing a great job at cutting off their schemes.

So they intend to just “take the election”.

On election Day and night if their comrades in the mainstream media are going to report that they won. They are just going to flat-out report incorrect numbers to solidify in everyone’s mind that the Dems won.

They will use every means of illegal voting scams to back this up. They intend to intimidate and destroy Republican votes anywhere they possibly can. They want to rush their “newly elected” people into office with very fast local swearing in ceremonies. Just like Obama’s BS

“office of the president elect” stunt. They will officially Not acknowledge any results that doesn’t benefit them and challenge anything else they can.

And they will support and encourage riding as a means to enforce there newly elected officials. They also intend to declare the presidential election for themselves, with the MSM backing it up on every channel 24/7. And they will lead a massive march, protest, riot.

To the White House to remove President Trump. If he would not be removed they intend to have their president address the nation from Congress. And their president will run the country from Congress.

The MSM will not allow President Trump any air time and will block everything possible from being communicated from the rightful president.

@Johnheretohelp positioned himself as a high-level federal whistleblower with deep ties to intelligence, bioweapons research, and government corruption. Supporters viewed him as exposing the “Deep State,” election fraud, child trafficking networks, and figures like Mike Pence or John Roberts. He gained attention through interviews (e.g., with Lin Wood and Stew Peters), lengthy video/testimony sessions, and Twitter posts that followers treated as insider revelations. He alleged involvement in bioweapons design (including coronavirus work), witness protection, torture by figures like Rod Rosenstein, and firsthand knowledge of elite pedophilia, election rigging (involving Democrats, Republicans, China, Italy, etc.), and Capitol events as setups. He frequently referenced “receipts” and transcripts taken by Lin Wood.

He ran (unsuccessfully) for U.S. Senate in Maryland as a “patriot whistleblower.” His accounts were often suspended or limited on platforms like Twitter.

He died on or around May 22, 2023.

After the stolen election in 2020, Mike Lindell and tech experts from across government and the private sector, gave a series of presentations about the 2020 stolen election with the insiders and experts who were tracking the election and the transfer of votes to foreign countries. At every turn the public was ridiculed for claiming and even proving that the 2020 election was stolen.

The video below is just one short example:

Below is a Grok summary of the documents found on the WhiteHouse.gov website taht were released by President Trump on July 16th 2026, with embedded links to download them yourself and read them.

The fraud is undeniable.

The White House page at https://www.whitehouse.gov/election-integrity/ (updated around July 2026 under the Trump administration) hosts four ZIP archive files. These contain declassified intelligence assessments, FBI files, DHS reviews, and related reports on alleged vulnerabilities and issues in the U.S. election system, primarily focused on post-2020 concerns.

The page frames these as evidence of systemic risks, foreign interference, fraud, and cover-ups, with a “President Trump Address” section and four main “pillars.” The ZIPs include previously classified or suppressed materials (some redacted), intelligence community assessments (spanning January 2020 to June 2026), and supporting files. Direct access to the full PDFs requires downloading the ZIPs, as they are not individually hosted as separate web pages.

1. Vulnerabilities in Electronic Voting & Ballot-Counting Systems:

ZIP: Vulnerabilities-in-Electronic-Voting-and-Ballot-Counting-Systems.zip

Summary of contents: Contains declassified U.S. Intelligence Community (IC) assessments and reports showing that adversaries (Russia, China, Iran, North Korea, and non-state actors) have the capability to compromise U.S. election infrastructure. It highlights particular vulnerabilities in centralized systems like voter registration databases, pollbooks, and election websites, which could be exploited to disrupt processes. Includes a CIA report on a Venezuelan (Maduro regime) plot in 2020 to digitally alter vote totals in ways that would be undetectable even by audits. The documents argue that the public was misled about the security of electronic voting and ballot-counting systems.

2. China’s Acquisition and Exploitation of American Voter Data:

ZIP: Chinas-Acquisition-and-Exploitation-of-American-Voter-Data.zip

Summary of contents: Intelligence documents allege that China conducted the largest known compromise of U.S. voter data, acquiring files on approximately 220 million voters (including names, addresses, phone numbers, political party preferences, and other sensitive information). A dedicated Chinese data exploitation unit was reportedly assigned to the project. The compromise affected voter registration files in at least 18 states (tens of millions of records), beginning around the 2020 election cycle. U.S. intelligence agencies reportedly learned of it in 2020, but some information was allegedly suppressed. The documents frame this as a major foreign intelligence operation targeting election-related data.

3. Michigan Voter-Registration:

InvestigationZIP: Michigan-Voter-Registration-Investigation.zip

Summary of contents: FBI investigative files and related materials from a 2020 Michigan State Police raid on a large-scale voter registration operation in Muskegon. Canvassers reportedly admitted to forging signatures on registration forms, submitting registrations for non-existent people, and receiving incentives (e.g., gift cards) based on volume. FBI agents believed crimes had occurred, but the investigation was allegedly delayed or slow-walked by the Biden-era Department of Justice. The documents detail concerns raised with the FBI and evidence from the Democrat-linked get-out-the-vote effort.

4. Noncitizens on State Voter Rolls:

ZIP: Noncitizens-on-State-Voter-Rolls.zip

Summary of contents: A DHS review of state voter rolls cross-referenced with public records, identifying approximately 278,000 non-citizens registered to vote in federal elections. The page notes that the actual number is likely significantly higher because some Democrat-led states did not fully cooperate by sharing voter files. This section ties into broader concerns about voter roll maintenance, proof of citizenship requirements, and vulnerabilities allowing ineligible registrations (including non-citizens and potentially deceased individuals).

Overall Context and Tone:
The documents are presented as official disclosures to highlight what the administration describes as serious, previously downplayed threats to election integrity from foreign actors (especially China), domestic fraud, technological vulnerabilities, and inadequate safeguards. They call for reforms like stronger voter ID/proof of citizenship, better data security, and investigations. The tone is urgent and accusatory toward prior administrations and agencies for alleged suppression or inaction.

On the evening of July 16th, 2026, after Donald Trump’s speech to the nation about voter fraud and the documents that were released, Observing Consciousness @holonabove stated the following on X:

BQQM... Trump didn’t give a speech about one bad ballot, one machine, one county or one election…

He laid out the entire election attack surface… he covered every dimension...

The foreign layer… China acquiring around 220 million American voter records, including names, addresses, phone numbers, party preferences and registration data, while intelligence reporting described a dedicated operation to exploit it and an internal effort to keep the true scale buried…

The cyber layer… assessments spanning years warning that Russia, China, Iran, North Korea and other actors have the capability to target election infrastructure, especially centralized voter databases, electronic pollbooks, election websites and ballot-counting systems…

The machine layer… intelligence describing digital methods developed by Venezuela’s Maduro regime to alter vote totals in ways designed to survive an audit, showing the capability exists and exposing the danger of trusting software without a fully visible paper trail…

The registration layer… FBI files describing a Michigan operation where canvassers admitted signing applications in other people’s names, registering fake people and receiving gift cards based on production, while investigators reportedly believed crimes had occurred and the case was allowed to sit for years…

The identity layer… a DHS review identifying approximately 278,000 noncitizens registered for federal elections within the records they were able to examine, while several states refused to provide complete voter roll data… registration does not automatically mean a ballot was cast, yet every illegal registration leaves another door open inside the system…

The ballot layer… mass mail voting, weak identity checks, long chains of custody, extended arrival windows and counts continuing well past Election Day…

Then came the institutional layer… intelligence allegedly withheld from the President and Congress, information trapped between agencies, investigations delayed, evidence reportedly found in burn bags, and officials publicly declaring the system secure while their own classified assessments documented serious vulnerabilities…

That was the real message tonight…

This was never only about proving one narrow pathway through 2020... Trump built a national security case around foreign intelligence, cybersecurity, voter data, machines, registrations, identity, mail ballots, chain of custody, institutional suppression and criminal accountability…

Then he moved from disclosure into action…

States are being notified about compromised voter information… DHS is preparing to brief officials on electronic vulnerabilities… known weaknesses are being patched before the midterms… states are being pushed to remove ineligible registrations… buried investigations are being reopened… and Congress is being forced to confront voter identification and proof of citizenship through the SAVE America Act…

The sequence is clear… release the documents… show the vulnerabilities… force every official onto the record… clean the rolls… patch the systems… reopen the cases… prosecute what can be proven… pressure the Senate… lock the security architecture into law before November…

They can dismiss one affidavit, one county, and one suspicious batch…

Tonight Trump surrounded the whole system…

Every major dimension of potential election fraud was pulled into one connected architecture, and every politician opposing reform now has to explain exactly which vulnerability they are willing to leave open…

The battlefield just shifted from scattered claims to federal documents, active remediation and legislative consequence…

Secure the identity… secure the registration… secure the ballot… secure the machine… secure the data… secure the count…

Then watch who keeps fighting to leave the doors unlocked… it’s an admission of guilt...

10 Q-posts contain the words “show them.”

All of those posts were in 2020, before the election. Read them HERE.

We were told what was going to happen, before it happened, and why.

Now comes the pain.

To read more about what was documented in the year 2020, you can check out my free PDF books that tracked the daily record of events, titled; The Storm, on my website HERE. The Storm: Volume 9 specifically covers the days leading up to, the day of, and the days following Election Day of 2020.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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You can’t make this shit up if you tried.

Two recent stories about California pre-schools bringing back “advocacy” for ebonics as an actual language and a “bridge” to real english, while a charter school in San Diego, California is using ChatGPT and two robots that do the teaching, that cost 500K.

Advocacy to Affirm Black English (AAVE/Ebonics) in California Preschools:

In early July 2026, coverage highlighted efforts by the nonprofit Black Californians United for Early Care & Education (BlackECE) to legitimize and affirm African American Vernacular English (AAVE)—also called Black English or historically Ebonics—in state-funded preschool classrooms.

This is not a new statewide mandate requiring schools to teach Ebonics as a subject or replace Standard English. Instead, it is advocacy and teacher/parent training to:

• Recognize AAVE as a rule-governed dialect with its own grammar and history (roots in Southern English and West African influences).

• Treat speakers similarly to dual-language learners.

• Use it as a bridge to build early literacy, confidence, and cultural pride rather than correcting or shaming it.

Key proposals and practices promoted in trainings and webinars (offered over the past 1.5+ years):

• Provide books featuring Black English.

• Create vocabulary walls pairing AAVE terms (e.g., “dope” or “fire” for “awesome”) with Standard English equivalents.

• Invite community members who speak it to share stories.

• Train educators and Black parents to stop automatically correcting children’s home speech.

• Include AAVE speakers in policies supporting bilingual/dual-language learners.

This aligns with California’s push for universal preschool and its 2020 Master Plan for Early Learning and Care, which emphasizes affirming home languages for dual-language learners. Advocates argue Black English speakers have been overlooked in those frameworks, leading to bias, lower expectations, or unnecessary special education referrals.

Supporters (including linguists and early childhood experts like Xigrid Soto-Boykin) say affirming the language reduces shame, builds identity/pride, and improves outcomes by leveraging what children already know. Critics view it as echoing the controversial 1996 Oakland Unified School District Ebonics resolution (which aimed to use students’ home language as a bridge but sparked backlash for allegedly lowering standards). Some see the current push as potentially divisive or counterproductive amid broader concerns about reading proficiency.

This remains “advocacy, policy recommendations, and optional professional development”—not a required curriculum being rolled out across California schools or preschools.

Altus Charter Schools in San Diego Purchasing ChatGPT-Powered Humanoid Robots:

In June 2026, reporting focused on Altus Schools (a San Diego-area charter school network focused on credit recovery for students who have fallen behind, often low-income or at-risk) spending $500,000 on two Ameca humanoid robots powered by ChatGPT.

Details on the robots:

• Ameca is a ~6’2” humanoid robot (developed by Engineered Arts) with a gray silicone face, blinking blue eyes, transparent skull with lights, and visible motors.

• It uses ChatGPT for natural conversation, facial expressions, and role-playing.

• The school describes it as “the world’s most advanced AI-powered humanoid robot” and “physical AI as a teaching partner.”

Intended classroom/school uses (as a pilot in resource centers for one-on-one support):

• “Sage the Teacher” — instructional help and fact-based responses.

• “Remi the wellness coach” — motivational quotes, test anxiety tips.

• “Ari the college and career planner.”

• “Lexi the translator.”

• Role-playing historical figures (e.g., Nikola Tesla).

Students are encouraged to fact-check the robot’s answers. It has been in limited testing/pilot mode (with some reports of installation around early 2026), with full onsite use expected in fall 2026. The school frames it as innovation to expose students to advanced tech, inspire STEM careers, and support their independent-study model.

Supporters see it as forward-thinking investment in future education tools. Critics (including some parents, educators, and AI ethics experts) question the high cost—suggesting the money could fund more tutors, mentors, or basic resources—and raise concerns about effectiveness, the “uncanny valley” effect (some students initially found it “creepy”), data/privacy, and whether humanoid form adds real value over a regular screen/ChatGPT interface. Independent large-scale evidence of benefits for K-12 learning is limited according to some experts cited in coverage.

This is a specific charter school network, not San Diego Unified School District (the main public district) or all San Diego schools. Broader AI tools (like ChatGPT for teachers) are being experimented with in various San Diego classrooms.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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In their June 9th, 2026 School-Board Meeting, former board member Darbi Boddy spoke in during the public comments portion and outed the school district with their past actions, in particular with this case described below. Superintendent Ashley Whitely is in the video on the far-left side of the table:

Now, the July 1st, 2026 lawsuit:

Via WCPO Channel 9:

https://www.wcpo.com/news/local-news/lawsuit-lakota-teacher-groomed-and-sexually-abused-a-student-and-was-allowed-to-take-medical-leave-retire

A lawsuit filed July 1 against a former Lakota teacher and other district officials claims the teacher was able to use district technology and apps to groom, and later abuse, a young student over the course of around three years.

The lawsuit goes on to say that when the district learned of the allegations against that teacher, it allowed him to take leave under the Family Medical Leave Act instead of placing him under administrative leave; that teacher was then allowed to retire before investigations were closed by both the district and the Butler County Sheriff’s Office, the lawsuit says.
LIBERTY TOWNSHIP, Ohio — A lawsuit filed July 1 against a former Lakota teacher, Superintendent Ashley Whitely and Principal Bill Brinkman claims the teacher was able to use district technology and apps to groom, and later abuse, a young student over the course of around three years.

The lawsuit goes on to say that when the district learned of the allegations against that teacher, it allowed him to take leave under the Family Medical Leave Act instead of placing him under administrative leave; that teacher was then allowed to retire before investigations were closed by both the district and the Butler County Sheriff’s Office, the lawsuit says.

WCPO is not naming the teacher, because he currently does not face any criminal charges tied to the allegations made in the lawsuit.

What the lawsuit claims:

According to the lawsuit, the teacher encountered the student involved during her seventh grade year at Liberty Junior School, when she was 13 years old. The teacher did not teach any classes this student was enrolled in, but he welcomed her into his classroom during study hall periods, the lawsuit says.

The teacher showed the student “special attention and developing a relationship with her,” the lawsuit says. The student and teacher began messaging one another on Lakota Local Schools’ Remind app — a district-wide app used for student/teacher communications, the lawsuit says.

Rebecca Surendorff, co-founder of Ohioans for Child Protection, said that when trusted adults sexually abuse children, the relationship often develops gradually through a process known as grooming.

“A trusted adult will start to step out of those normal healthy mentoring relationships and begin crossing important boundaries,” Surendorff said. “It can begin with very small actions and keep building over time.”

In those messages, the student confided personal information, including about her mental health, to the teacher, according to the lawsuit. The student’s parents realized the extent of her conversations with the teacher and worked to intervene by establishing boundaries and limiting her time on the messaging app outside of school hours, the lawsuit says.

The student’s mother was “hesitant to cut off communication entirely” because the student “lacked consistent relationships and her mother felt that she could benefit from a mentor as long as healthy boundaries were put in place,” the lawsuit says.

Still, the messages were never investigated — or monitored in any way — by the school district, the lawsuit claims.

“If the district had monitored the activity on the Remind app, this unsafe dynamic could and should have been recognized immediately, and the district could and should have intervened,” says the lawsuit.

As time went on, the lawsuit says the student entered eighth grade and began missing her regular class time, because the teacher began pulling her from class for meetings. The district never informed the student’s parents that she was missing class, the lawsuit claims.

The teacher continued to message with the student during the summer between her eighth and ninth grade years, when school was not in session, the lawsuit says.

“In June 2024, he sent her a photo of himself on vacation through the Remind app,” reads the lawsuit. “The two then continued to playfully discuss how they were messaging so frequently and how inappropriate it was for a teacher to send a photo to a student.”

At that point, the student’s parents barred her from using the messaging app outside of school, according to the lawsuit. Still, the district did not investigate, monitor or raise any concerns with messages exchanged in the app.

When the student began ninth grade, she moved to a different building at the Lakota East Freshman Campus; she was not a student of the accused teacher, nor did he teach in the same building as her classes at this point, the lawsuit says.

Still, the teacher went to the student’s building each Friday “to eat lunch with her alone in the ‘mindfulness room,’ often with the door closed,” says the lawsuit.

The lawsuit accuses the district of permitting those meetings to take place with no oversight and with no notification to the student’s parents.

Lakota Local Schools ended its contract with the Remind app at the start of the 2024-2025 school year; still, the teacher began contacting the student through her district email account and through the student’s district Google Docs account — which was used through the student’s district-managed Chromebook, the lawsuit says.

Throughout her ninth-grade year, the teacher continued to remove the student from her classes for “meetings,” to the point where the student was warned her continued absence from class could carry consequences, the lawsuit says. Despite those warnings, the student’s parents were never notified that their child was missing class, according to the lawsuit.

The lawsuit goes on to claim that the teacher became “increasingly bold in his actions,” to the point where he was visiting her after extracurricular activities; he also reached out to the student’s therapist in January 2025, according to the lawsuit.

The two continued to meet during extracurricular events and run-ins outside of school that the teacher claimed were “coincidence,” according to the lawsuit.

Then, in March 2025, the lawsuit alleges the student’s mother asked to see the student’s Chromebook, while she was using it; when the student’s mother opened a browser, Canva — an online graphics design tool — opened to a document shared with the teacher, who was “actively typing and immediately deleting extremely sexually graphic content on the live document,” the lawsuit says.

The parents began recording the screen and called the Butler County Sheriff’s Office; the messages continued for nearly an hour and were still happening when deputies arrived, the lawsuit says.

Allegations leveled against the Lakota Local Schools district:

After the messages were reported to Lakota Local Schools, the Butler County Sheriff’s Office and Butler County Children’s Services, the district never provided any further updates to the student’s family, the lawsuit claims.

The district told the student’s parents the teacher would be placed on administrative leave, and agreed to safety measures to keep the student’s access to technology limited, according to the lawsuit.

Weeks later, the lawsuit says the parents learned the district did not place the teacher on administrative leave, but instead allowed him to take leave under the Family Medical Leave Act, the lawsuit says.

Then, “less than two weeks after the sexually explicit messages ... and before any of the involved entities had completed their investigations, the district approved his retirement,” says the lawsuit.

Then, in December 2025, the student managed to contact the teacher during the school day; this was reported by another student to the district, but the district never informed the student’s parents, the lawsuit says. Instead, it was only reported to law enforcement, according to the lawsuit.

A few days later, the student’s parents learned their child had not been at an extracurricular activity as planned, the lawsuit says, and “it was discovered that she was picked up from the school by the defendant.” The two apparently drove to a park for a while before the teacher returned her to the school, the lawsuit says.

The district responded to the parents’ concern about this by telling them the district could not guarantee the student would remain in the school building if she chose to leave campus, the lawsuit says.

The lawsuit goes on to point to several other Lakota staff members who, over the last decade, have faced charges or allegations tied to inappropriate relationships with students, specifically citing Justin Dennis, former Superintendent Matt Miller, George Merk and others.

Allegations of lack of oversight, mismanagement of medicine by school nurses:

The lawsuit also alleges nurses with the district did not pay proper attention or care when administering medication to the student involved.

The lawsuit says the student was able to stockpile Tylenol pills over the course of several days, after multiple requests, because the nurse failed to ensure she took the pills each time they were given. The student then used those pills to make an attempt on her own life and was hospitalized, the lawsuit says.

Despite that attempt, the lawsuit says the district still did not put any corrective measures in place to monitor the student with medication.

During an overnight, district-sponsored trip, the lawsuit says the student requested her prescribed anxiety medication from the nurse on the trip.

“Rather than dispensing [the student’s] medication herself and monitoring her while she took it, the nurse handed [the student’] the bag of medication for all students, directed her to search the bag for her own medication and allowed her to self-administer her own medication,” reads the lawsuit.

Then, 10 days after returning from that trip, the student went again to the nurse to request her anxiety medication, but was told it was unavailable because the nurse who’d been on the trip “failed to check the students’ medications back into the office upon their return.”

The lawsuit is requesting a jury trial and compensatory and punitive damages in the case.

Surendorff said allegations involving grooming can span months or even years before they’re discovered.

“There are plenty of cases where you can see abuse last for multiple years,” she said. “We often believe that our child is going to come home and tell us if someone has assaulted them. But it is rare in the trauma that they will be able to disclose.”

Lakota Local Schools’ response to the lawsuit:

In a statement shared with WCPO 9, Lakota Local Schools reiterated that “the safety of our students is always our first priority.”

“The District denies the allegations made against it in the lawsuit and believes that it contains many inaccuracies, which will be addressed by our legal counsel,” the statement reads. “Due to the active litigation regarding this situation, we are limited in what we are able to share at this time.”

The district went on to say that the lawsuit stems from allegations against a former Lakota employee, and the district first learned about the allegations from the West Chester Police Department. The statement says the district placed the former employee on administrative leave and they opened an internal investigation, but the individual “submitted their resignation by retiring, effective immediately, before due process and our internal investigation could be completed.”

“Again, the safety of our students is first priority. We cannot stress enough that anyone, including parents, students or community members, who has safety concerns should contact a Lakota administrator,” the statement reads.

You can read Lakota Local Schools’ full statement below:

“The safety of our students is always our first priority. We investigate all alleged threats, acts of misconduct, and safety concerns that are brought to our attention, including those that raise questions about the actions of staff.

We take every precaution to ensure the safety of our students, including requiring mandatory and thorough background checks and fingerprint clearance prior to hiring any individual, and updated background checks throughout their employment, as required by law. We expect our staff to conduct themselves in a professional manner at all times.

The District denies the allegations made against it in the lawsuit and believes that it contains many inaccuracies, which will be addressed by our legal counsel. Due to the active litigation regarding this situation, we are limited in what we are able to share at this time.

What we can say is that the lawsuit stems from allegations against a former Lakota employee. After first learning about these allegations from the Butler County Sheriff’s Office, the individual was immediately placed on administrative leave and an internal investigation was opened. However, the individual submitted their resignation by retiring, effective immediately, before due process and our internal investigation could be completed.

Again, the safety of our students is our first priority. We cannot stress enough that anyone, including parents, students or community members, who has safety concerns should contact a Lakota administrator. We also partner with SaferSchools Ohio to provide an anonymous tip line via phone or text, which can be reached at 1-800-SAFEROH.”

Lakota Local Schools are not new to lawsuits:

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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Climate survey’s are common in American schools. They are given to school staff (and district employees as a whole), on a yearly basis. The questions tend to be simple, few, and allow for both numerical and long-form answers based on perception of ones working environment and levels of satisfaction.

However, if climate surveys are given more frequently throughout a school year, or within a specified building, then you have a serious problem. This would occur due to high levels of dissatisfaction that are consistent, and appear to not be going away.

In the case of the 2025-2026 Talawanda City Schools staff climate survey in Oxford, Ohio, the results are both frightening and yet not uncommon for every American school. The survey was administered on May 22, 2026. Also, not every employee answered every question, as answering questions can lead to retaliation. Every participant can have their IP-address traced back to that staff member’s computer who answered the questions. Retaliation in this business is very common; in fact, it’s the norm.

I obtained this climate survey through an open records request, as many parents, the general public, and other staff members never see the responses of school employees. This is why I’m making this available for all to see, so that they can be aware of the thoughts, observations and beliefs of those who work within these schools (where some send their children), and you can see what your tax dollars buy.

The entire 98-page climate survey is downloadable HERE.

I read the entire survey myself, but I also threw this survey into ChatGPT, and had it summarize the entire document. Below is what ChatGPT detailed:

After reviewing the survey report, a few themes appear repeatedly and much more strongly than isolated complaints.

Major Sources of Dissatisfaction

1. Trust in Building-Level Leadership

This is the most consistent negative theme.

Many staff comments describe:

• Feeling that teacher input is not genuinely considered.

• Decisions being made in a top-down manner.

• Fear of retaliation for speaking up.

• Teachers feeling “silenced” or discouraged from raising concerns.

• A belief that experienced staff members have been moved, transferred, or marginalized after disagreeing with administration.

Several comments specifically describe a breakdown of trust between teachers and administration rather than disagreement over any one policy.

2. Communication Problems

Communication appears to be the second most common complaint.

Staff repeatedly mention:

• Information arriving too late.

• Deadlines being communicated with little notice.

• Emails going unanswered.

• Decisions being announced rather than discussed.

• Lack of transparency regarding disciplinary actions and administrative decisions.

A recurring phrase throughout the comments is that communication feels “top down” rather than collaborative.

3. Visibility and Accessibility of Leadership

Many respondents want administrators and district leaders to be more visible.

Examples include requests for:

• More presence in hallways.

• More attendance at student events.

• More direct interaction with staff.

• More time spent in classrooms and buildings.

Even some generally positive comments suggest that visibility could improve.

4. Student Discipline and Behavior Support

This issue appears especially strong among middle-school respondents.

Common concerns include:

• Lack of follow-through on discipline referrals.

• Inconsistent behavioral expectations.

• Teachers feeling unsupported when dealing with serious behaviors.

• Administrators minimizing student misconduct.

• Weak communication regarding disciplinary outcomes.

Several staff members connect discipline issues directly to declining morale.

5. Staff Morale and Feeling Valued

Many comments suggest employees do not feel appreciated or respected.

Common complaints include:

• Feeling expendable.

• Feeling unheard.

• Believing that administrative priorities outweigh staff concerns.

• Lack of recognition for teacher-led initiatives and successes.

Some comments explicitly state that morale is at an “all-time low.”

Evidence of Division Within the District

The survey reveals a significant divide rather than a uniform opinion.

Group 1: Strongly Positive Respondents

A substantial number of comments praise:

• Immediate building administrators.

• The curriculum/teaching-and-learning department.

• Specific district leaders.

• Responsive communication.

• Supportive leadership.

• Being trusted to do their jobs.

Some respondents describe their administrators as highly effective, supportive, visible, and student-focused.

Group 2: Strongly Negative Respondents

Other respondents describe:

• Toxic culture.

• Broken trust.

• Retaliation concerns.

• Fear of speaking openly.

• Favoritism.

• Poor communication.

• Lack of support.

These comments are not mildly critical; many are intensely critical.

What This Suggests

The survey does not read like a district where everyone agrees leadership is failing.

Instead, it reads like a district with:

• Very different experiences depending on building, department, or administrator.

• Some leadership teams receiving exceptionally positive reviews.

• Other leadership situations generating deep frustration and distrust.

That division itself may be one of the most important findings.

Internal Staff Divisions

The survey also hints at tensions among staff members themselves:

• Complaints about negativity among coworkers.

• Concerns that some staff do not pull their weight.

• Perceptions of cliques or hierarchy.

• Reports that collaboration is not always effective.

• Complaints that gossip and rumors undermine trust.

In other words, dissatisfaction is not directed solely at administration; some respondents see cultural problems among staff as well.

Overall Takeaway

If I had to reduce the entire survey to three headline findings, they would be:

1. Trust between many teachers and building administration has deteriorated significantly in some areas.

2. Communication, visibility, and discipline support are the most frequently cited operational problems.

3. The district appears sharply divided: some staff describe outstanding leadership and support, while others describe a culture of fear, exclusion, and low morale.

That split between highly positive and highly negative experiences may be the most important organizational finding because it suggests the issues are not district-wide in the same way everywhere, but may be concentrated within particular buildings, leadership teams, or departments.

This climate survey describes two opposing views on the same issues where it’s logically impossible for both to be true at the same time. One side being right necessarily means the other is wrong (or they could both be wrong, but they can’t both be right). This means that the Law of Non-Contradiction (Aristotle’s principle), is fully in-play within this working environment. It is impossible for the same thing to be and not be, at the same time, in the same respect. This is the foundational rule, making mutual exclusivity possible.

One specific comment stated the following, and it’s indicative of the entire environment, and the entire “education” business across America:

“Almost every aspect of the role and responsibilities of a building principal could be improved.

There is very little helpful communication that comes from the building principal As the leader of the building, you would expect for her to be organized, efficient, and consistent when it comes to communication, since that is an integral part of school culture. On the first day of school, there was not even an announcement to welcome students back to school and the new year. This was following a disastrous open house presentation that left many of our 6th grade parents extremely underwhelmed, and frankly nervous for the school year. As a staff, we are also frequently left hanging when it comes to information sharing. The weekly email is essentially a copy and paste newsletter each week with no details about upcoming events, and no accurate building calendar to help with planning. BLT meetings were essentially shit down by our principal in October and not resumed until the spring (only once), at which time the members were told that the new purpose of the committee was just to receive information from admin and disseminate it to their grade level/department. BLC meetings are not productive because admin repeatedly refuse to acknowledge the concerns, instead staling that those concerns are simply not happening. In addition to the lack of communication to lie staff as a whole. individual communication is almost non-existent. Emails will go unanswered for weeks and months. despite follow up from staff members, and verbal conversations never end with any decisions from admin. There is no opportunity for teachers to ask real, meaningful questions or offer feedback and suggestions without fear of reprisal. On top of communication. there is an extreme lack of consistent discipline. Administration seems to care more about the Public School Works numbers than the educational environment for students. The teachers at TMS are experts at working with middle schoolers, and use a plethora of tools when supporting student behavior, but there is almost no follow through once the student’s behavior escalates to the point of office intervention. Many times, the only discipline issued was a “talk.” If there were consequences assigned. there is little to no communication with teachers, and if students “skip”, there is rarely follow up action. Administration assigned numerous lunch detentions this year, without putting them in the PSW system, and then toRowed up with zero consequences when students skipped them. Students were placed in ISS without communication to the iSS monitor or the teachers, again without putting it into public school works. Middle schoolers need clear, consistent expectations to thrive - as supposed (through numerous studies - and there is nothing resembling clear and consistent coming from the office. The kids know they can essentially do whatever they want, and teachers feel zero support from administration. The TMS bulling climate is in shambles. As a teaching staff, along with our incredible support, we have spent the year operating under a blanket of fear. TMS has incredible teachers, EAs. and support staff, who have spent decades doing everything in their power to make sure we are focusing on what is best for kids, but our collective knowledge is being ignored by our principal (who has almost no experience with middle school students or middle school philosophy). Not only is it being ignored, she is actively trying to silence any dissension through fear and vindictive actions, such as involuntary transfers that have no logical reasoning behind them. Staff do not feel that we are valued, that our voice matters, or that anyone is willing to support us beyond our own peer-to-peer teams.”

Another comment stated:

“It often feels like everything is a secret.

We do not find our information until the last possible moment and then are required to implement something with a moments notice and just accept that it is the way it is going to be. Most of us would be fine with the final decision it we have ample time to gain the knowledge of whatever is going to happen. It seems like decisions or answers to questions are hard to get out of leadership There is a constant response of 1 will have to lock into that’ and then the it takes a while to get she answer or a staff member will need to go back and ask again to eventually get an answer. It is extremely frustrating that it is the last day of school and we still do not have a bell schedule, master schedule or know the caseload of students that Intervention Specialist will have. Other buildings have these already completed so that staff can prepare over the summer. I believe we are dong a disservice to students with IEPs by not having our caseloads because we are unable to contact parents, previous teachers, and meet the students in order to help with any possible transition concerns between buildings or grade levels. Also, the support staff has not had their yearly evaluations yet and there is an hour and Twenty minutes to an hour and forty before they leave for the summer.”

Another one stated:

“The building principal does an excellent job of taking credit for work done try others, and deflecting blame for anything that could be perceived as negative. nI the board presentation during the March meeting, admin outlined many positive things that were accomplished at TMS. but not one of those initiatives was led by admin.”

Not only is there consistent dissatisfaction, but those who enjoy the environment (regardless of where they teach) actually don’t see the real problems. Some of their comments are so myopic that they make comments like:

“Makes us feel supported, is very understanding and trusts their teachers.”

I know for a fact, that this response above, is regarding an elementary building principal who is a bully, incompetent, and targets staff unfairly. Proving, that perception is reality, and what ever one believes is what must be true for everyone.

In the buildings that are seemingly being run correctly, the truth is, they tend to be run like carnivals where game-playing outnumbers the academic work load for students and teachers. The staff won’t know there is a problem or think a problem exists, if they don’t know how to identify a problem. Therefore, in their mind, everything is run correctly; when in reality, it isn’t.

There is also a lot of hand-holding, brainwashing, and interdependence that is unnecessary, and pervasive throughout the elementary level. It’s as if the teachers need to be joined at the hip in order to accomplish something. Frankly, it’s pathetic.

The largest problem is the workplace bullying and retaliation that takes place within these environments, and a lack of consistent discipline and proper follow-through. This, too, is common throughout all American school districts.

The Talawanda City School District has now passed the trash. The accused pedophile, Jason Merz, has now become the Talawanda Middle School Principal, after being removed from Kramer Elementary, and a new position has been created for the old middle-school principal Pam Theurer, for whom the quoted staff comments above were directed toward when they were the middle school principal this past year.

An accused pedophile gets a promotion, and a terrible female administrator gets one too, while both are complimented by staff on their so-called on their “leadership skills” at the same time?

With polarized issues in polarizing environments, people often feel like both sides can be “right in their own way,” but when the core claims are mutually exclusive, that’s not logically possible.

That’s the entire education business in a nutshell.

Don’t expect improvement. It will never happen.

Ladies and gentlemen, these are your tax-dollars at work.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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Below are news stories from around the country in the month of June, dealing with the predicable actions of the degenerates who support “pride month” and that entire demonic agenda, and the even more predicable outcomes that followed.

Kansas Public schools:

Oklahoma University removes a tranny teaching assistant who gave failing grade on an essay, because the student is straight and said the alphabet soup bullshit is demonic. The student was right, and now the tranny teaching assistant is out.
Good riddance.

I wish I could say this was new but it isn’t. This discrimination went on when I was at my university 25 years ago.

Rhone Island school-district board member virtue signals, and it backfires yet again.

This next story from New York is only “shocking” for the mentally retarded.

Yes. This was a school board member.

There’s more:

A former female Georgia teacher who had sex with multiple students, blackmailed for better grades over OnlyFans account, warrants show.

A classic American school story.

Tennessee high school student Makenzie Ellithorpe’s (17 at the time of the incident; she turned 18 later) science teacher was Matthew Gay Vedder (age 52), who had worked for the district since August 2020 with no prior complaints or disciplinary actions on file. Vedder is married to the district’s Director of Schools (superintendent), Dr. Jean Luna-Vedder. He showed roughly 8 nude images on his phone to the female student in the classroom and claimed it was an accident.

Yeah. Sure it was.

Amanda Katz, 55, a former teacher and administrative assistant at Roswell High School (Roswell, Georgia / Fulton County area) was arrested on June 2, 2026, and charged with improper sexual contact by an employee or agent. She allegedly engaged in a sexual relationship with a 16-year-old student, including multiple off-site encounters between December 2025 and February 2026. The investigation involved thousands of text messages and began earlier in 2026 after a DFCS referral; she had resigned during the probe.

More than half of American Jesuit universities are celebrating “Pride Month” this June, a new College Fix report has found.

Of the 27 Jesuit universities in the country, 14 have recognized “Pride Month” in a social media post or are participating in “Pride Month” events. The College Fix reviewed websites and social media pages for the 27 Jesuit universities in the United States.

Those universities include: Canisius University, Creighton University, Fairfield University, Georgetown University, Gonzaga University, Loyola University Chicago, Marquette University, St. Peter’s University, Seattle University, the University of Detroit-Mercy, the University of San Francisco, and Xavier University.

Just another “pride month” in the American education business.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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Below is a post from GreatAwakening.win of a UK anon’s summary and analysis of the Rape Gang Inquiry Report. The report is linked at the bottom of the post, as is a 20-minute summary and further analysis on YouTube.

Introduction

I posted comments across several posts on GAW today regarding this, but my blood is boiling with impotent rage right now. I’m trying to keep a calm, cool head over being here, as if I react emotionally on this I’ll start screaming obscenities outside the train station at every Ali and Mohammed that I could encounter.

I’ve always been a “live and let live” type who hopes to find the best in people, and try to curb my own biases, but at the moment I have nothing but contempt for Islam and Muslims as a result of the findings of the Rape Gang Inquiry Report. I would be happy to pull the gallows levers or be on the firing squads, or flip the switch on the chair, or push the button to deliver the injections if capital punishment were still a thing. And for the crimes committed, I am fairly certain most want it to be brought back now.

However, this post isn’t a rant in isolation. It is a rant with data analysis and statistical calculations done by yours truly. I want to showcase just what the implications of this report are in terms you all can go on to explain to those you know around you and on twitter / X for those you don’t. Spread this info far and wide, so that people can grasp the reality of the UK’s greatest shame.

Top Line Numbers in Brief & How to Visualize Them.

Some brief info on how to properly calculate stats. A lot of people will look at the proportions of the data. They’ll quote real numbers, then factor them down into proportions and incidents. However I want to highlight a key fact from the conclusion of the report that cannot be understated in any way:

At Least 250,000 girls under 16 were victims in this case.

This number is very hard to grasp for a lot of people. It’s the kind of numbers you see in retirement accounts for people who saved for decades, but instead of money it is people we are being shown. A quarter of a million girls raped and abused across the country. That isn’t the number of offenses made, that is just the number of victims. It’s insane as a stat in its own right.

To help everyone conceptualize this I want to use something y’all are more familiar with seeing on screen: stadiums. The largest stadium in the world, the Great Strahov Stadium in Prague, could just fit this quantity of people. In the USA you would need to fully pack 3 to 4 NFL stadiums to fit all of the people victimized here.

That’s for Americans to see it mentally, but for the Brits? Imagine Wembley stadium packed to the rafters. It holds 90,000 people at capacity. Ergo you would need 3 Wembleys to contain all of the victims, and it would almost fill them all completely, with less than a third of the space left for the third stadium.

Worst of all? Those are the conservative figures. it is highly likely that even more victims exist than this number represents. I loathe to consider just how many could have been brutalized by these gangs in reality, and sticking with the lowest possible number is the best statistical way to look at this as it streamlines the argument instead of exaggerating it, and to say that is chilling in its own right.

That visualization exercise hopefully will help people to grasp the severity of the problems here.

Lies, Damned Lies, & Statistics: How best to analyze the numbers of victims.

Some people will look at that 250k and compare it to total population in the uk, which was around 69 million in the last census. Done that way you have about 0.3% of the total population being a victim of this crime. That number sounds relatively innocent, a statistical aberration potentially, and it drives people to dismiss it. It’s why I used the Mark Twain quote.

Sure it’s 0.3% of total population but by using that figure:

• you’ve ignore age demographics: 12.7 million under 16s, who are the group in question.

• you’ve ignored gender demographics: we don’t have accurate counts for this in the age group itself available publicly from what i could find quickly, but 50.73% are females in the uk, so extrapolating from there, you can presume there are approximately 6. 3 million girls under 16 in Britain.

• you’ve ignored racial demographics: again no real number for the age group, or for the gender itself, but about 76.8% are white British in the uk, so we can estimate there are 5 million white British girls under 16.

Now we have what can be called a relevant comparison. When you compare that 5 mil relevant figure to the victims, you get 5% of the relevant group being tortured/taped by these gangs. That’s a 1 in 20 chance someone’s daughter was a victim of this madness. A 1 in 20 chance some paki is gonna rape a young girl because “her skirt was too short” or “that ma’am haram and kaffir, so she’s free game.”

So yeah... The numbers in real terms and relative stats are the important way of looking at the problem. That also doesn’t factor in a few other risk elements, like the proportion of Muslims in a local area to white British girls, or the policing records and behaviors, but on its own its beyond “bad”.

Fun with incidents: How Muslims are vastly overrepresented as perpetrators.

Okay, so we’ve had a look at the raw stats, rates, and ratios of victims. Now let’s look at the other side of the coin: the criminals. The conclusion identifies that the vast number of people involved as perpetrators were of Pakistani origin. However it flags this is but a side issue, as the real factor isn’t race or nationality. It is religion.

Of those charged and / or sentenced in the cases of gang rape in the UK, approximately 90% of the criminals were Muslim. That’s a huge component factor. It’s like the worst ever toothpaste ad: 9 out of 10 gang rapists in Britain agree, Allah is grrrreat! Perhaps we shouldn’t be too surprised they lean this way, given the stories of Aisha and Mohammed but key, details, right? Okay yes, I’m getting flippant now, but if I don’t I’ll start looking at joining the Irish on this bullshit.

To bring this back to some level of analytical thought, we need to compare that to the proportion of Muslims in the UK. I know people like to say that Islam has taken over England, but the reality is that the real figures of who is a practicing Muslim is closer to 6% of the UK (according to 2021 Census data).

So 90% of the crimes in question are committed by 6% of the populace. How do we present this properly? Well to do that we need to use a tool called an index calculation. An index is calculated loosely the following way:

100 * Proportion A/Proportion B

In this calculation:

• 100 is a standard distribution, or a “perfectly proportional representation”

• Anything greater than 100 is over represented

• anything under 100 is under represented.

You can then interpret this further by taking the representation index, subtract 100 and then divide that result to get the rate of likelihood. Eg if you have a 150 index the likelihood of the event is 50% greater than random.

Now, normally we need to establish things like statistical significance and the like for proper scientific results, but these are data points we have from events involving groups of people that are probably under 1000 at the moment so that’s a challenge to establish against the wider group, but for the exercise of analyzing the actual subset of people involved, it still has relevance.

Now the specific type of index we will use is a representation index, where you divide the crime proportion by the proportion of the group in the country who are committing the crime. As such we get 100*0.9/0.06, or 1500 as the index.

Based on this we can extrapolate the rate of likelihood that a Muslim would commit this type of crime compared to the average citizen. That result returns 1400% or in other words a 14x chance.

Yes. You read that right. A random Muslim in Britain is 14 times as likely to rape a British girl under 16 than any random person sampled in Britain. That’s an insane statistic, no matter how you review it.

Qualitative Analysis: Review of Realities instead of Raw Numbers.

As sickening as all the above was to go through, we now must move onto the more qualitative analysis of the report. A quantitative analysis like I’ve just done explains the what. We also must review the qualitative data, which explains the why and how.

I am going to quote the last paragraph of the conclusion regarding this and then go over some findings:

the evidence is now overwhelming and irrefutable. The Rape gangs did not operate in the shadows, but with the active or passive consent of the British state. The betrayal was total.

That was the final conclusion made by the inquiry report. And as damning a statement as that is, it is only a summary of the gross negligence, complicit actions, and heinous crimes committed. One must be forced to admit from the results of the report that the police, social services, the NHS, courts, and media are all in part complicit in these events.

But first, let’s look at the criminal mentality, and how these networks held their victims effectively hostage:

• rape victims were trapped by threats and blackmail and then used to breed future victims in some of these gangs;

• victims were seen as “easy meat” and “white trash” by the rapists;

• many were forced into unregistered Islamic marriages;

Now let’s look at the authorities, the media, and agents of the state, and how they helped facilitate the problem, either directly or indirectly. Fyi this is fucking horrendous:

• Police officers ignored reported crimes, destroyed evidence, blamed or criminalized victims, allowed rapists to go free on bail, and in some cases even actively participated in or shielded these trafficking networks;

• Parental authority was stripped from families of victims by social care workers, who sent victims back to their abusers;

• social care workers closed active abuse cases without any just cause, destroyed evidence, and persecuted whistleblowers;

• courts were seen to be complicit passively by handing down warnings or very lenient sentences;

• the NHS was reviewed and found to have let the offenders collect their victims from the hospital;

• schools watched as rapists collected their victims from school, ignored reports from victims, and excluded victims instead of protecting them;

• taxi licensing authorities were even held complicit, having allowed the backbone of these gangs to exist via authorizing their taxi businesses, who were trafficking these girls from city to city;

• whistleblowers were actively persecuted by the police, the media, and the court system;

• Finally media pretending this problem isn’t a problem at all, but just a “far right conspiracy”. They self-censored to prevent accusations of racism.

Finally, let’s review what the victims went through at a top line level:

• those traumatized by the rapes who went on to raise a family had their trauma used against them;

• some victims were driven to suicide by the authorities themselves;

• most lost all hope in the system as a whole, struggling to just stay alive through their trauma.

That is what qualitative analysis looks like, and the inquiry report did a smashing job of presenting it. All of this was gleaned just from the conclusion of the document, which was well written.

That said, as this was all just the conclusions, the above is also just the tip of the iceberg. The problem in brief is bad enough, but the specifics are so horrific that I felt physically ill from reading even some of them. Murders, abuse and death of babies caused by the rapes themselves, and stuff that would make the Maquis de Sade say “whoa! steady on, habibi!” but obviously in a French accent.

My Conclusions from the Report

I’ve spent hours writing this now, and tbh I’m hitting character limits. But that’s how much needed to be said here. It’s fucking horrible what has been going on, and it’s been happening for decades. Multiple iterations of the government and multiple parties have failed Britain. It has done nothing but firm up my faith in anticipation tbh, as at least there the average British dad could go full Rambo on the gangs directly and end each one locally. The only reason this has persisted the way it has is due to an abject failure by all elements of the state to do anything about it, save help it flourish.

There are zero fucks left for me to give for any government body. The well of my fucks has gone dry, and my field of fucks is barren. The people who did this I can no longer consider as human beings in my eyes anymore, nor the people who let it happen under their watch.

It is why I refuse to stay here in the UK longer than I must, and categorically will never raise a child in this hell hole of a country. I’d say a pox on this nation, but it’s already here.”

The full REPORT is available on my website AmericanEducationFM.com, under the “government documents” tab, and can be read HERE, and a 20-minute video summary can be watched below:

Make no mistake. This happens in every country across the world, and it's happening in America right now. CPS is involved. Schools are involved. Law enforcement agencies are involved. The judicial system is involved. Politicians are involved. Companies are involved.

The list of those involved is endless.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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If you are new to this story, read the previous parts here: Part I, Part II, Part III, Part IV.

Regardless of whether you are new to this story or you aren’t, keep reading below.

The following formal emails and announcements were obtained through an open records requests with the Talawanda City School District in Oxford, Ohio, where accused pedophile Kramer Elementary School Principal Jason Merz has now been removed from Kramer Elementary as of May 28, 2026, but has been given a promotion to now be the district’s Middle School Principal.

This will directly place him among a percentage of the same children he oversaw when he was the Kramer Elementary Principal from years past.

Below are emails and memos that were sent out to district staff and Talawanda school-board members notifying them of this change.

The first email is from Jason Merz himself, where he is requesting to the Superintendent and the HR Director that they retain the current Kramer Elementary Assistant Principal, as Jason Merz seems to believe he would be returning to that same school as their principal. Six days later, Jason Merz was removed from Kramer Elementary, and given the Talawanda Middle School Principal position.

On Fri, May 22, 2026 at 8:50 AM Merz, Jason<merzj@talawanda.org> wrote:

Dr. Theroux and Dr. Bailey,

Dear Dr. Theroux and Dr. Bailey,

I would be remiss if I didn’t ask to keep our assistant principal position in place for the next school year. Since my return, we have utilized both Mr. Pettit and me on a daily basis. We worked together and separately on discipline issues, contacting parents, and working with teachers.

Our school’s size alone creates significant daily demands, but beyond enroliment numbers, our students’ needs continue to grow. The special education caseload and the meetings required to attend allow constant collaboration, communication, scheduling, problem-solving, and support for both staff and families. Our caseload for next year (including speech only) is around 86 students. The planning and attending of meetings and missing out on PLC time in the morning will be significant. Utilizing the two of us will allow for increased communication and knowledge of the students.

As I mentioned at the beginning, in addition, student discipline incidents and behavioral concerns require immediate responses, follow-up investigations, parent communication, and communication and planning with both teachers and students. This allows for maintaining a safe, productive, and positive learning environment for all students and teachers.

Having a full-time assistant principal allows our building to effectively support instruction, student services, staff, and families while also addressing the increasing social, emotional, and behavioral needs within the school. If a full-time assistant principal is not an option, is there a way that we could use him part-time?

Mir. Pettit knows our students and teachers and has built positive relationships with families and staff. His knowledge of Kramer would benefit all of us next year. Our collaboration since my return has been great, and he is a great addition to the team.

Thank you for your consideration.

Jason

The Superintendent responded:

Thank you. I absolutely understand the request. I also understand the need. You are the largest elementary school, I understand as well. We are, unfortunately, at a point where we are not certain of our budget constraints. Many new legislation items have been proposed. We have a carry over that will only last a small point in time if some to all of these new legislative items are passed. Just too many unknowns.

In Education,

Dr. Edward Theroux, Ed.D.

Then, six days later, the Superintendent sent this email notifying the board members of this administrative change in positions:

Early Friday Update May 28, 2026

Good day. There won’t be a staff update. Most likely, there won’t be any more staff updates until the beginning of the next school year unless there is a need.

Board Docs has a rough agenda for the June 18th meeting. Please let us know of any information needed. We will set the agenda/post on June 16th.

Please remember July’s Board meeting is early. It is on July 9th. Certificated staff (teachers and administrators) have until July 10th to notify their district if they plan to leave and vacate their contracts. This is why we try to have a meeting close to July 10th so we can approve resignations as well as any hirings.

Tomorrow, you will receive aggregate survey information that was sent to staff the last two days of school. The survey was designed to showcase what we do well (so we can continue) as well as provide information that may help us make administrative decisions for the benefit of the district. The survey’s key concepts include: need to look at TMS leadership and Kramer’s high student population for one principal. Our other buildings have a range around 1 administrator to 275/345 students with the exception of Bogan. All schools have asked for additional staff to address student needs.

My goal has been to use the survey data, meetings, observations, outcomes, and other information each year to address our needs. My goal is to also work within the budget and provide cost savings as directed by the Board in my evaluation.

The Board was clear to say to continue services and programs. We are fortunate compared to other districts who are making huge reductions.

When looking at our cost savings measures, we are in a place where we can fulfill some of the staff requests as well as my own beliefs to continue Talawanda on its excellence journey. Another update to the cost savings as well as cyber security will be provided to the Board in June. Also, understanding there are many unknowns out there.

We don’t know what the legislators will or won’t do.

However, they are leaning towards reducing public school funding. We also know that if the

budget changes, we will need to pivot and make additional changes. I also understand the Board will continue to provide direction to me.

We have seen an increase of requirements. RIMPS have been discussed. The math part called MIMPS will be coming soon. Special Education forms and processes will be changing over the summer. Although, we have not seen or know all of those changes. Our graduation rate remains the highest in Butler County. It truly takes all of our staff starting in Prek upward to make that high graduation rate.

With that said, here are the changes that will be coming forward (2026-27 SY).

1. Dr. Pam Theurer will be the new Instructional Leadership Principal. This will be a new position or an add on. We have cost savings from the retire/resignation/hire to cover this cost. Dr. Theurer brings a wealth of expertise in CIA, systems, student/staff needs, and education. Her primary role will be to assist Kramer first and then Bogan. However, there will be opportunities to help all of the administrative team. Her salary will be reduced to a 215 day contract vs. a 225 day contract.

2. Mr. Jason Merz will be the new Middle School Principal. He brings a wealth of experiences, knowledge and expertise.

He also has worked in both elementary and secondary schools/systems. He will bring forth his knowledge of elementary schools to the middle school. He also understands student/staff needs. His salary will increase to a 225 day vs a 215 contract.

I have also moved some staff members based upon need.

Principal Merz will be involved in the TMS AP search and recommendation to the Board.

We will post for the Kramer Principal soon. We hope to make the recommendation to the Board at the June meeting but definitely by the July Board meeting.

We also will work on transition plans for both buildings. We also will send notifications out to Kramer/TMS first and then to the rest.

3. At the June Board meeting we will be adding an addendum for AP Jude. We will extend his contract through the end of July. He will not receive additional days or pay. He will work with Pam and Jason through the transition of a new AP as well as Jason’s new assignment.

We continue to close out systems and open new systems. We are working on the new school routes for next school year.

It will take about 2 to 3 weeks to get this done. We will then add on newly enrolled students or delete students who leave us. Of course, this will impact pick up and drop off times. We will wait until August, as we normally do, to send out the bus pass information so that it is as accurate as possible.

Student start and end times will remain the same except for TMS. We are starting TMS five minutes earlier than this year.

This will give some additional time. TMS will end at the same time as this year. All of the other schools will be starting/ending at the same time.

We continue to work on the ODEW achievement data. More data including Value Added is coming soon. Parents can see their student’s state achievement score in Progressbook by June 30th as required. We are told that the report card data will be available in August. Usually it is available in September so we will wait and see.

We are working on the administrative retreat for the new school year. We will have a legal update as well as meeting time to learn, plan, and grow. Right now, we will hold this meeting at the PDC.

We are working (through WDC) to vet the bids through reference checks. I know Shaunna is also working on this. My hope is that we don’t wait until June’s Board meeting to approve the Bid. Hoping we can have a special session so that we can start the TMS front entrance project asap.

Very long...it’s that time of the year. Have a great day and weekend!

In Education,

Dr. Edward Theroux, Ed.D.

Educating and Preparing Students for Life.

Then, one day later, this email and attached memo were sent out to both Kramer Elementary and Talawanda Middle School staff notifying them of the change:

From: Theroux, Edward <therouxe@talawanda.org>

Sent: Friday, May 29, 2026 11:01 AM EDT

To: TMS <tms@talawanda.org>; Kramer Elementary School <kramer@talawanda.org>; Leadership Team <leadershipteam@talawanda.org>

Subject: Administrative changes

Attachment(s): “TMS and Kramer Administration Changes.pdf

Good morning.

We are notifying you of some administrative changes that will impact your buildings. We will send an email to the district in a few minutes. We will not send a community announcement until a Board decision following the June Board meeting.

Please see the attachment.

We will continue to work on filling all open positions. We will make announcements when the fillings are completed and approved. You will see anticipated and regular postings.

We used multiple factors in making this decision (observation, needs, climate and culture, scores/data, evaluations, survey, etc.).

I know rumors may start. I wanted to get ahead of the rumors. If you have questions, please let me know.

In Education,

Dr. Edward Theroux, Ed.D.

Educating and Preparing Students for Life

TMS and Kramer Administration Changes

Dear TMS and Kramer Staff:

In taking a holistic look at the Talawanda School District there will be administration changes to your buildings for next school year. We have been working together to determine the best solutions for some of the challenges we have faced. My goal is to notify you first, before letting the rest of the district and community know of these changes for the 2026-27 school year.

Dr. Pamela Theurer will be the new Instructional Leadership Principal pending Board approval.

This is a new role and addition to our administrative team. Kramer’s student population exceeds 500 students. Additional homes will be built within the Kramer attendance area. Bogan’s student population continues to grow too. We have heard the need for additional administrative support through surveys, in person meetings, administrative requests, and other communications. This new position will focus on Kramer first, but also work with the other district administrators as needed. Dr. Theurer brings a wealth of knowledge and expertise in curriculum, instruction, assessment, educational systems, and student/staff needs.

Mr. Jason Merz will be the new Talawanda Middle School Principal. This is not a new position.

A transition plan is being developed. Currently, the middle school staff are working on round one interviews for the assistant principal position. Principal Merz will be involved in the hiring decision for the Assistant Principal vacancy in Round 2 interviews. Principal Merz brings a wealth of Talawanda experience with both secondary and elementary administrator experience.

He possesses strong skill sets in curriculum, instruction, assessments, educational systems and student/staff needs.

We will post for an anticipated Kramer Elementary Principal position vacated by Principal Merz soon. Our HR Department will work with staff to post, interview, and recommend a person to the Board of Education for approval. We also will develop a transition plan for Kramer too.

My team and I believe these moves as well as other moves/changes will positively impact both

TMS and Kramer, and are in the best interests of students and programs.

We will send a district letter out to all of our staff soon. We will notify the community after the Board of Education decision. Our plan is to provide the information to our Board of Education at the June Board meeting. We know by posting an anticipated Kramer Principal position, there would be questions. Again, more information will be provided after the June Board of Education meeting so stay tuned.

Have a great summer!

In Education,

Dr. Edward Theroux, Superintendent, and Dr. Tom Bailey, HR Director

Managing an accused pedophile within a school district is a tough job. Giving them a promotion after a ten-month long Title IX investigation, which apparently had no inconsistency in the testimony from the accusing male child, is highly unusual and incredibly unprofessional.

The superintendent stating the following : “I know rumors may start. I wanted to get ahead of the rumors;” is also very telling. It’s an open acknowledgement that moving Jason Merz is going to create management issues and dissatisfaction, but this is exactly what unprofessional managers do. They retain the worst, while demoralizing those who remain.

Jason Merz is also now in an environment where there are locker rooms. There are no locker rooms within his former elementary school, but there are within Talawanda Middle School. He will also be in charge of the security cameras, as he was within Kramer Elementary.

Placing an accused pedophile within a school building around minors is not only an obviously terrible decision, it’s legally risky. As stated in previous articles about Jason Merz (linked above), this school district and any school district in Ohio has just cause to remove him, regardless of the outcome of a Title IX investigation that determined that because there was no security footage and no other witnesses to the alleged sexual assault in a bathroom stall, then Jason Merz was not guilty. Instead, Talawanda City Schools gave him a five-year contract extension, a pay raise, and a promotion. Such moves define poor leadership and an unprofessional working environment.

This is exactly how a school district destroys itself from the inside. They retain the worst, make excuses for it, push the problem onto others within the working environment, and then make attempts to gaslight the public into believing that this is somehow a good decision.

What this so-called “leadership” within Talawanda City Schools also apparently didn’t anticipate, were employees leaving their positions or requesting transfers in order to avoid Jason Merz. Parents within the school district have also done the same regarding their own children.

Talawanda School District also haven’t anticipated people not wanting to work within their district from the outside, let alone apply for an open position. With just one internet or A.I. search of Talawanda City School District, you will come across the unprofessional actions of the Superintendent, their federal lawsuits, the accused-detailed actions of Jason Merz, and the unprofessionalism of it’s school board and other employees. Therefore, Talawanda City Schools in Oxford, Ohio is educational kryptonite.

In a school-based working environment, no one with a brain could possibly take Jason Merz seriously, in particular when he’s now in charge of a different school building within the same district, while attempting to have influence with new staff members who know what he’s been accused of.

If you see the pictures throughout this article of Jason Merz and some of his co-workers (which he openly displays on his X account, and you have no doubt about what you are seeing, this approach of wearing different outfits that seem inappropriate to most, can actually be common among some sexual predators.

Commonly referred to as desensitization or normalization, predators often use gradual exposure to make inappropriate or boundary-pushing elements seem ordinary over time. This is well-documented in child sexual grooming and adult predatory behavior. Typically applied to touch, sexual topics, or boundary violations with victims (such as eating lunch with minors, meeting with them, pulling them out of class when they aren’t in trouble, placing their hands on them, isolating them, conversing with them without other adults present, taking on other roles that are not typical of their specified position etc.), it can also extend to altering one’s own appearance or presentation to reduce suspicion, lower social defenses in a workplace/public setting, or make future advances seem less “out of character.”

It’s also referred to as impression management or strategic self-presentation. In social psychology this involves renewing one’s image over time to influence perceptions. A sexual predator might do this deceptively—maintaining a “straight” facade initially while shifting presentation—to test reactions, blend in, gain trust, or normalize a sexual interest without immediate backlash.

Jason Merz also has an active X account.

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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In an email to her supporters (in her so-called “personal capacity”), Upper Arlington, Ohio School Board Member and Ph.D. Candidate at Ohio State University, Nidhi Satiani, states that:

“We will continue listening to IEP, Black, LGBTQIA+, Asian, Muslim, and Jewish families, all of whom are sharing strikingly similar stories about the need to feel safe and welcome in our buildings. The challenge of unraveling decades of entrenched cultural dynamics is huge. It will not be solved overnight, and it will not be solved with hushed voices.

But we are no longer starting from scratch. We are building a coalition of neighbors who refuse to accept the illusion of harmony.”

So, you don’t want to listen to White people and you don’t like harmony?

Her full jargon-filled unintelligible email to her brainwashed supporters is below:

“TL; DR: 3 cheers for 3 wins! Your collective advocacy is driving real change, resulting in tangible wins like new cultural holiday guidelines, Purple Star recognition for military families, and formal Board acknowledgment of our need for a systemic Ecosystem Strategy. While the work to unravel entrenched cultural dynamics is far from over, your voices are successfully building the durable structures all our students deserve.

Hi friends,

I hope your families are finding ways to pause and connect during this month of May-hem and celebrations!

As I reflect on this school year, I am reminded of some necessary and difficult conversations about the culture inside our schools. This week, I heard from a recent graduate who described experiencing a profound sense of othering starting in elementary school. Heartbreakingly, we have previously heard these sentiments from alumni who graduated 50 years ago.

When you consider our community’s history, a history with redlining, restrictive covenants, and literally paving over the gravesites of Black families, it can feel like the tide of our past is too strong to turn.

But I am writing to you today with a deep and genuine sense of hope.

I am hopeful because the tide is turning, and it is turning because of you. For too long, the burden of demanding change in our district fell almost entirely on the shoulders of the families who were actively being hurt by the system. But recently, we have seen a powerful shift. Because so many of you have recognized how important it is to speak up, victimized students and their families are no longer carrying this burden alone. Your engagement is giving our institutions the ability to move.

While change is rarely as fast as we want it to be, I want to share three notable updates on what your voices have achieved:

1. Cultural Calendar & Accommodations Guidance
While we did not achieve the structural calendar changes that many of us advocated for, we did secure a vital layer of structural protection. The district is working on finalizing Assessment, Teaching, and Learning guidance to help staff avoid scheduling major assessments, field trips, or one-time events on significant cultural and religious holidays.

What this means: There is a way for families to submit accommodation requests (this draft was shared at our May board meeting:

Cultural Calendar Memo- Assessment, Teaching, and Learning Considerations.pdf). This makes it easier for parents to negotiate their family’s identity classroom by classroom. It is a tangible step toward celebrating our students and protecting their dignity.

2. The Ecosystem Strategy
Historically, our district has treated cultural challenges as isolated, individual incidents rather than looking at the environment as a whole. This year, the Board formally recognized the need for an Ecosystem Strategy, a comprehensive look at how our policies, practices, and culture interact. Liz George Stump and I were the ad hoc committee that developed the first draft that was shared at our April board meeting: Ecosystem Report Draft.pdf.

• While this specific work has currently been placed on an indefinite hold, the fact that the Board recognized its necessity is a notable step forward.

• We have named the system, and we have agreed that systemic problems require systemic solutions. That is a bell that cannot be unrung.

3. Purple Star Schools and Military Families

This school year, families of active military personnel reached out to me to share the unique challenges their children face. By working closely with these families and our district administration, we were able to take concrete action.

• I am incredibly proud to share that this collaboration allowed as Purple Star Schools.

• While this is just a drop in the bucket of our broader inclusion work, it is a deeply meaningful structural commitment for these students, and we are actively working toward seeing even more schools recognized next year.

The Work Ahead
We will continue listening to IEP, Black, LGBTQIA+, Asian, Muslim, and Jewish families, all of whom are sharing strikingly similar stories about the need to feel safe and welcome in our buildings. The challenge of unraveling decades of entrenched cultural dynamics is huge. It will not be solved overnight, and it will not be solved with hushed voices.

But we are no longer starting from scratch. We are building a coalition of neighbors who refuse to accept the illusion of harmony.

In fact, the seeds of our next steps are already taking root. To begin actively dismantling this pervasive culture of othering, I am currently reviewing resources and activities to use as a launchpad for a much broader, community-wide effort. Keep an eye out! I will be sharing more soon about how you can join this movement!

For now, I am asking you to stay engaged. Keep writing the emails, keep asking the hard questions, and keep showing up for one another. I remain committed to building lasting, transparent systems so that your voices are always heard, and every student gets what they need to flourish.

We are in this together, and I am deeply grateful for your partnership. I wish you a summer filled with love, hope, and fun.

Bears! Let’s go! With gratitude, Nidhi Satiani”

I had to look up the term “othering.” If it sounds like something a gay communist would say, you would be right.

“Othering” is a sociological, psychological, and cultural concept that refers to the process of perceiving or portraying a person or group as fundamentally different from (and often inferior to) oneself or one’s own social group. It involves constructing an “us vs. them” distinction, where the “other” is marked as alien, strange, exotic, dangerous, or lesser in some way.

I love how the soft bigotry and hypocrisy of the Left always shines through. Nidhi Satiani claims to advocate for people coming together, while at the same time advocating for the removal of anyone who disagrees with her, specifically White people.

Nidhi Satiani also uses the term “ecosystem.” This, too, is communistic jargon for ‘removing anything that exists within an environment that they do not like, in particular if White people are participating.’

Her bio for the Upper Arlington School Board reads as follows:

Nidhi Satiani has lived in Upper Arlington since 2016 with her husband and two children. She earned a bachelor's degree in biology, master's degrees in vision science and in public health, and a doctorate in optometry from The Ohio State University, where she works as a senior research optometrist. Satiani serves on the Board of Directors for both Erase the Space and Ohio State Mortar Board Alumni Council. She is also active in the Columbus Metropolitan Club, where she serves on the Diversity, Equity, and Inclusion Committee; and Seeds of Caring, where she leads service activities with the Broad Street Food Pantry. She is launching a Community Health Action Team in Upper Arlington in partnership with Franklin County Public Health. She has been active in Upper Arlington Schools through the PTO of Wickliffe Progressive Elementary School and served on the Wickliffe Building Steering Committee during the facilities master planning design phase. Satiani was elected to the Board of Education in November 2021. Her term began on January 1, 2022, and ends on December 31, 2025.

(She was re-elected in November 2025, even after the suicide of Carter Edell).

Her bio states that she’s a part of a group called Erase The Space. This is a left-wing ‘everybody is racist but us’ group, started by two left-wing K12 school teachers in Central Ohio who state that this mission involves:

“…transforming education by fostering meaningful public discourse across differences. Through collaborative exchanges connecting classrooms across segregated school districts, we bridge boundaries and systemic barriers, empowering elementary, middle, and high school students to share narratives, build community, and cultivate a shared purpose. By connecting classrooms and inspiring open dialogue, we aim to create a future where understanding and connection thrive across difference.”

Their vision statement says:

“Our vision is a world where education transcends barriers and empowers students to collaborate across differences, fostering a shared sense of purpose and community.”

They claim that Erase The Space:

“…connects students from racially and socioeconomically segregated school districts through yearlong classroom exchanges. What sets our model apart is the shared learning component: students don’t just share personal stories—they engage in collective inquiry around a real-world social issue to collaboratively imagine and create solutions.

This shared purpose anchors a cycle of relationship-building, learning, and collaborative problem-solving, culminating in an in-person collaboration day. Together, students practice democratic discourse and civic imagination—skills essential to navigating an increasingly divided world.

We equip young people to listen, question, empathize, and act—building bridges across classrooms and communities that have been disconnected through historic policy decisions.”

Basically, their mission is to perpetuate racism while attempting to remove anyone from Ohio who they don’t like, specifically people they disagree with, (i.e., White people). Hence the name Erase (i.e., getting rid of White people) and Space (i.e., within the State of Ohio).

In typical fashion, Erase The Space is put together by a White male and female, who are left-wing school teachers. Proving yet again, that left-wing ideology is a suicidal mind-virus.

Nidhi Satiani is also a Ph.D. Candidate at Ohio State University and her research interests statement says the following:

Research Interests:
I research how public schools strengthen democracy. I explore how schools, communities, and societal beliefs interact, focusing on how education cultivates respect for diverse voices—essential for strong democracies. Using both qualitative and quantitative methods, I aim to show how educational practices impact civic engagement and develop policies that ensure schools actively build informed and engaged citizens. I want to help public education bolster the foundations of our democracy.

Plainly said, Nidhi Satiani is a communist activist and her research agenda reads like a Marxist handbook of empty, ideological jargon.

In December of 2025, I wrote the article below about Nidhi Satiani, and her roll in the bullying and subsequent suicide of Upper Arlington student Carter Edell.

Shortly after, in a monthly school board meeting in the Spring of 2026, after another student killed themselves (making that two for the 2025-2026 school year) the Upper Arlington School Board actually had the audacity to begin their public meeting with a ‘Suicide prevention/mental health’ presentation.

Apparently they forgot that one of their own is the main problem.

People like Nidhi Satiani are so brainwashed, that they’ll never figure out the realities of the world we live in. She will never figure out how poisonous and destructive her ideologies are, even when she actively participated in the bullying of a minor White-male child, whose bullying and harassment (and wishful school expulsion by Nidhi Satiani herself) led to his untimely death by his own hand.

This is the mind-virus that exists among and within the communist Left. They are so demonic, that even when their words and actions lead to the death of a minor, they justify their actions and charge forward, to only double-down on their own nonsensical rationalizations.

Ladies and gentlemen, American schools are cults. Those who work within them are brainwashed cult members, and those who advocate for them (such as school board members), are the ones driving the cult as brainwashed members themselves. Cults brainwash, and they rely on their own members to be brainwashed. Cults also get their own members killed, and they never accept responsibility for it. They just move on blindly, as only a brainwashed cult can.

This is not a mind-virus you can fix. It’s only one that you can expose and then bankrupt with your lack of participation.

Feel free and email Nidhi Satiani and give her a piece of your mind. Let’s find out how truly “tolerant” she really is:

nsatiani@uaschools.org

satiani.3@osu.edu

BIO: Dr. Sean M. Brooks is the host of the podcast American Education FM and the author of several books including; The Unmasking of American Schools: The Sanctioned Abuse of Americas Teachers and Students. He’s also on Gab, X, Truth, Bitchute, Rumble and everywhere audio podcasts can be heard.

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