About the Books
How to Combat the Racial Radicalization of Education
Vol I
This two-volume guidebook is essentially an encyclopedia illustrating the problems revolving around the racial agenda that’s indoctrinating K-12 students who are being radicalized by promoting Critical Race Theory (CRT) with all of its various clones using different terms and phrases. The issue with parents who are revolting against is how it is being done—indoctrination and not choice, and not age appropriate in the lower grades. The reason for two volumes is because most books relating to this issue go into the topic without giving the necessary background—stagecraft–to really know what’s involved. Too often authors assume the reader is familiar with the background information and that is a dangerous assumption to make.
Vol, I provides the definitions of so many words and phrases because Critical Race Theory is a concept driven by twisted and confusing language much of it with new words such as intersectionality making it sound mysterious and even important. Yet, it is a simple problem to resolve with choice and options; but the racial advocates, primarily white suburban educators, do not want it resolved believing that every single student K-12 must be radicalized and racialized by the racial agenda without providing any evidence of the need for its infusion in K-12 schooling. The districts promoting it are even denying that CRT is being promoted. Therefore, it’s the words being used that are the clue whether or not CRT it is being taught. For example, the Superintendent of Schools of the trophy school did an unpresented action by purchasing a copy of How to be an AntiRacist for every teacher to use; no further evidence is needed.
Anyone can be radicalized (it occurs when someone starts to believe or support extreme views, and then in some cases they become willing or unwilling radicalized activists. Even the Connecticut solution (a deep blue state) arrived at a very amicable solution. It recognized that it should not be done through indoctrination, but with choice and only at the high school level. In addition, it’s a political issue with Progressive Democrats and the Biden White House advocating for its use in schools, and Republicans opposed to it. For example, the term slavery is interpreted to mean black slavery only, when in fact, white slavery started sooner, it was harsher because they were used in the dangerous mining and timber work, and it was cheaper to buy a white slave rather than a black slave.
Vol II
Volume I set the center stage for the radicalization drama to take place for Vol II to provide the nitty-gritty of the racial agenda that creates conflict, chaos, anger and makes schools unsafe for staff and students. This is reason enough why it does not belong in schools.
What’s critical to understand is that this extreme indoctrination has absolutely nothing to do with improving academic skills and knowledge, and furthermore, it violates U.S. Supreme Court decision (1968, Epperson vs Arkansas) that “prohibits the teaching of only one dogma.” What’s even more interesting is that the districts promoting the racial dogma deny that they are doing so. In psychology, “denialism is a person’s choice to deny reality as a way to avoid a psychologically uncomfortable truth,” moreso for others when it involves the racial agenda. The options available to combat the radicalization are then provided.
To make matters far worse is that the time and attention being given to this agenda has the so-called safe school plans collecting dust causing the publication of, Does Your Child Attend a Safe School? No! A Manual for Parents and Policymakers,” that provides 53 reasons why schools doing the racial agenda are not safe, Additionally, reading and math scores have been in a steady decline with 30-35 million students scoring below proficiency; can it be any worse?
Slave Schools: Why Are Black Students Held in Bondage of Failing Schools?
This book is unique because it’s two books in one: Pt I includes all minorities to 2012; Pt II concentrates on black issues between 2012 to 2024 encompassing the racial agenda known as Critical Race Theory based on past slavery. However, it omits white slavery that started sooner, lasted longer and it was cheaper to buy white slaves than black slaves. More striking is that absolutely no mention is made of present-day bondage—slavery–where blacks are required by law to attend failing City Schools.
Although there have been national and state reforms to close the achievement gap between blacks and whites none had succeeded. Among the efforts to do so is to eliminate meritocracy—measurements—and without testing there is no gap to measure. Another effort is simply to lower standards which 37 states have done. Furthermore, to hide the problem is introducing a major disruptor that does nothing to improve academic achievement such as the racial agenda that is causing money woes, chaos and conflict among parents and school officials. In its extreme form the concept is infused in every school subject K-12 requiring indoctrination rather than education. That’s the real issue causing the conflict.
The problem is vividly illustrated with on the 2022 NAEP results with 75% of students below proficiency in math and 67% below in reading with blacks at 16%. Then followed by test two states, the Connecticut Enigma; and the simple solution with the Mississippi Miracle.
Very important is a step-by-step approach to show what blacks can do to bring pressure on school officials and school boards to close or turnaround failing schools by kneeling and striking. When all else fails, then do the school board nightmare.
Boys’ Academic Pandemic
If schools didn’t exist, there would be no boy crisis or Academic Pandemic. The single root cause is the lack of literacy (reading) skills due to instructional malpractice involving when and how reading instruction is done.
It’s a combination of practices because “schools are for girls, dominated by females; and misandry—prejudice against boys–conscious and unconscious—. Unless the thorny issues involved are resolved aggressively and effectively, it will continue to cause pervasive consequences.
In addition, overwhelming research proves that black boys are in a “free fall” without schools implementing known effective remedies. School officials have used the false narrative that socio-economic factors–poverty, discrimination, dysfunctional families, poor housing etc.–are causes to absolve them from responsibility to remedy the problems. The proof is the “Mississippi Miracle that has made more progress in just ten years than any other state.”
The remedies and treatments must be matched with root, not “perceived” causes. The deficits are shockingly manifested in the 2022 National Assessment of Education Progress results, with 67% (30 million) below proficiency in reading and 75% (35 million) below in math.
When frustrated with learning, stress, and anger result that cause dire consequences (discipline chaos, and the school-to-prison pipeline (dropouts), becoming evident because that’s where students are compared with one another over 12 years;
Dysfunctional homes, single-parent homes, and overprotective parents also play a crucial role in creating Bubble-Wrap Children (BWC) who are armed with layers of protective bubble wrap to shield them from any negative flak but school and life events find ways to pierce the bubble.
The root cause is too obvious to consider as the book will reveal; instead, it must be viewed as more complex when it’s not. It closes with an open letter to incarcerated youth.
School Corruption: Betrayal of Children and the Public Trust is an exposé of corruption in public schools and related agencies. It shatters the complacency and silence of the pervasive corruption found in school districts throughout the Nation.
Dr. Armand A. Fusco provides a detailed look at the rationale for the three levels of corrupt acts: cheating and deceit, waste and mismanagement, and fraud and stealing. Find out how and where shameful and deplorable corrupt acts have been committed in each state and school district as Fusco delves into some tough questions:
- Why does corruption and “political correctness” lead to poor student achievement, disgraceful school outcomes, and failing schools?
- How does inept school governance allow corruption to flourish with such ease?
- What is the most important question that is never asked of an applicant for superintendent of schools?
The harsh reality is that corruption has become a natural part of the educational landscape, but it’s hidden from view by walls of denial and self-protection. Only by accepting the challenge of a new beginning can trust be restored so that the devastating impact of corrupt acts on the education of children, and the violation of the public trust, will become a thing of the past.
About the Books
How to Combat the Racial Radicalization of Education
Vol I
This two-volume guidebook is essentially an encyclopedia illustrating the problems revolving around the racial agenda that’s indoctrinating K-12 students who are being radicalized by promoting Critical Race Theory (CRT) with all of its various clones using different terms and phrases. The issue with parents who are revolting against is how it is being done—indoctrination and not choice, and not age appropriate in the lower grades. The reason for two volumes is because most books relating to this issue go into the topic without giving the necessary background—stagecraft–to really know what’s involved. Too often authors assume the reader is familiar with the background information and that is a dangerous assumption to make.
Vol, I provides the definitions of so many words and phrases because Critical Race Theory is a concept driven by twisted and confusing language much of it with new words such as intersectionality making it sound mysterious and even important. Yet, it is a simple problem to resolve with choice and options; but the racial advocates, primarily white suburban educators, do not want it resolved believing that every single student K-12 must be radicalized and racialized by the racial agenda without providing any evidence of the need for its infusion in K-12 schooling. The districts promoting it are even denying that CRT is being promoted. Therefore, it’s the words being used that are the clue whether or not CRT it is being taught. For example, the Superintendent of Schools of the trophy school did an unpresented action by purchasing a copy of How to be an AntiRacist for every teacher to use; no further evidence is needed.
Anyone can be radicalized (it occurs when someone starts to believe or support extreme views, and then in some cases they become willing or unwilling radicalized activists. Even the Connecticut solution (a deep blue state) arrived at a very amicable solution. It recognized that it should not be done through indoctrination, but with choice and only at the high school level. In addition, it’s a political issue with Progressive Democrats and the Biden White House advocating for its use in schools, and Republicans opposed to it. For example, the term slavery is interpreted to mean black slavery only, when in fact, white slavery started sooner, it was harsher because they were used in the dangerous mining and timber work, and it was cheaper to buy a white slave rather than a black slave.
Vol II
Volume I set the center stage for the radicalization drama to take place for Vol II to provide the nitty-gritty of the racial agenda that creates conflict, chaos, anger and makes schools unsafe for staff and students. This is reason enough why it does not belong in schools.
What’s critical to understand is that this extreme indoctrination has absolutely nothing to do with improving academic skills and knowledge, and furthermore, it violates U.S. Supreme Court decision (1968, Epperson vs Arkansas) that “prohibits the teaching of only one dogma.” What’s even more interesting is that the districts promoting the racial dogma deny that they are doing so. In psychology, “denialism is a person’s choice to deny reality as a way to avoid a psychologically uncomfortable truth,” moreso for others when it involves the racial agenda. The options available to combat the radicalization are then provided.
To make matters far worse is that the time and attention being given to this agenda has the so-called safe school plans collecting dust causing the publication of, Does Your Child Attend a Safe School? No! A Manual for Parents and Policymakers,” that provides 53 reasons why schools doing the racial agenda are not safe, Additionally, reading and math scores have been in a steady decline with 30-35 million students scoring below proficiency; can it be any worse?
Slave Schools: Why Are Black Students Held in Bondage of Failing Schools?
This book is unique because it’s two books in one: Pt I includes all minorities to 2012; Pt II concentrates on black issues between 2012 to 2024 encompassing the racial agenda known as Critical Race Theory based on past slavery. However, it omits white slavery that started sooner, lasted longer and it was cheaper to buy white slaves than black slaves. More striking is that absolutely no mention is made of present-day bondage—slavery–where blacks are required by law to attend failing City Schools.
Although there have been national and state reforms to close the achievement gap between blacks and whites none had succeeded. Among the efforts to do so is to eliminate meritocracy—measurements—and without testing there is no gap to measure. Another effort is simply to lower standards which 37 states have done. Furthermore, to hide the problem is introducing a major disruptor that does nothing to improve academic achievement such as the racial agenda that is causing money woes, chaos and conflict among parents and school officials. In its extreme form the concept is infused in every school subject K-12 requiring indoctrination rather than education. That’s the real issue causing the conflict.
The problem is vividly illustrated with on the 2022 NAEP results with 75% of students below proficiency in math and 67% below in reading with blacks at 16%. Then followed by test two states, the Connecticut Enigma; and the simple solution with the Mississippi Miracle.
Very important is a step-by-step approach to show what blacks can do to bring pressure on school officials and school boards to close or turnaround failing schools by kneeling and striking. When all else fails, then do the school board nightmare.
Boys’ Academic Pandemic
If schools didn’t exist, there would be no boy crisis or Academic Pandemic. The single root cause is the lack of literacy (reading) skills due to instructional malpractice involving when and how reading instruction is done.
It’s a combination of practices because “schools are for girls, dominated by females; and misandry—prejudice against boys–conscious and unconscious—. Unless the thorny issues involved are resolved aggressively and effectively, it will continue to cause pervasive consequences.
In addition, overwhelming research proves that black boys are in a “free fall” without schools implementing known effective remedies. School officials have used the false narrative that socio-economic factors–poverty, discrimination, dysfunctional families, poor housing etc.–are causes to absolve them from responsibility to remedy the problems. The proof is the “Mississippi Miracle that has made more progress in just ten years than any other state.”
The remedies and treatments must be matched with root, not “perceived” causes. The deficits are shockingly manifested in the 2022 National Assessment of Education Progress results, with 67% (30 million) below proficiency in reading and 75% (35 million) below in math.
When frustrated with learning, stress, and anger result that cause dire consequences (discipline chaos, and the school-to-prison pipeline (dropouts), becoming evident because that’s where students are compared with one another over 12 years;
Dysfunctional homes, single-parent homes, and overprotective parents also play a crucial role in creating Bubble-Wrap Children (BWC) who are armed with layers of protective bubble wrap to shield them from any negative flak but school and life events find ways to pierce the bubble.
The root cause is too obvious to consider as the book will reveal; instead, it must be viewed as more complex when it’s not. It closes with an open letter to incarcerated youth.
School Corruption: Betrayal of Children and the Public Trust is an exposé of corruption in public schools and related agencies. It shatters the complacency and silence of the pervasive corruption found in school districts throughout the Nation.
Dr. Armand A. Fusco provides a detailed look at the rationale for the three levels of corrupt acts: cheating and deceit, waste and mismanagement, and fraud and stealing. Find out how and where shameful and deplorable corrupt acts have been committed in each state and school district as Fusco delves into some tough questions:
The harsh reality is that corruption has become a natural part of the educational landscape, but it’s hidden from view by walls of denial and self-protection. Only by accepting the challenge of a new beginning can trust be restored so that the devastating impact of corrupt acts on the education of children, and the violation of the public trust, will become a thing of the past.