The Real Russian Collusion Happened Long Before Trump

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By Alice Linahan 9.25.2019

In America, we are currently doing the Soviet Model of Education through international “Exchanges” and College and Career Readiness/ Common Core-aligned Standards, which are locked in with UNESCO Institute for Statistics who is producing globally-comparable education data for the monitoring and implementation of SDG 4 and the Education 2030 agenda.

And this young lady, Greta Thunberg, is disgracefully being used as a pawn by adults.

“Greta blistered the United Nations for stealing her childhood and dreams, claiming that we are on the verge of a mass extinction and climate apocalypse. She has no clue that the UN invented the climate hysteria scam in the first place”. ⁃ TN Editor

Have you ever heard of the Office of Educational Research and Improvement (OERI) within the U.S. Department of Education? Well, you should. That is where the real Russian Collusion is happening via 21st Century “Radical Education Reform”. OERI was later split into 2 offices – the Institute of Education Sciences & the Office of Innovation and Improvement in 2002. In November 2002, with President Bush’s signing of the Education Sciences Reform Act, the U.S. Department of Education’s Office of Educational Research and Improvement, or OERI, was dissolved. Out of the reorganization arose two new offices within the department, the Institute of Education Sciences and the Office of Innovation and Improvement, signaling the Bush administration’s commitment to both scientifically based research and using students for this research.

I first began to understand what was really happening when I had the opportunity to interview Diana Anderson on the Women on the Wall weekly podcast found here. I heard her again this week here and the picture became even more clear when a couple of key terms and legislation were again highlighted.

  1. Goals 2000/America 2000 “Reinventing Government by re-establishing authority for the federal government to establish policy and practices for schooling would be done by businesses locked with government and non-profits.
  2. Title VI (6) of Goals 2000 (sec. 601) set up “Exchanges” with Foreign Governments.

    “In addition, the studies shall provide an analysis of successful strategies employed by other nations to improve student achievement, with a specific focus upon application to schooling and the National Education Goals.”

  3. “EXCHANGES” – The West Coast was open to the International Global Education.

On the Women On the Wall conference call, Diana Anderson shared with us information that got her engaged in the battle to expose Education Reform and Goals 2000 back in the 1990s.

The first dot Diana was exposed to was Goals 2000 in 1995, which she memorized. This caused her to continue to ask questions and research even deeper.

Diana’s second dot came when her local superintendent, Dr. Ted Adams, gave her a Newsletter of the Medford Educational Institute, Inc., Volume 2, No. 5 May-June, 1996- about a symposium between some American and Russian educators. The goal of the symposium was to discuss recommendations for Global Education Reform. What they did, was to essentially resurrect Vladimir Lenin and Joseph Stalin’s favorite teachers and psychologists.

This symposium might have been dismissed, yet, some who were participants were very impressive.

  • Keynote Speaker: Mikhail Krasovitskij Dir. Pedagogical Sciences at the Institute of Advanced Teacher Training, Ukraine
  • Dr. Roger W. Benjamin from the Rand Corporation.
  • A. Benoit Eklof, Institute for the Study of Russian Education, Indiana Univ.
  • Dimitri Margulis, Former Editor of “Ridna Shkola”, Ukraine
  • Ford Stevenson, Brigham Young Unversity
  • Steven Thorpe, Southern Oregon State College
  • Sherman Rosenfeld with Weizmann Institute of Science and Technology, Isreal 

When Diana read the newsletter she was anxious to find out more about those who participated, and, in particular, about the Russian educators they had resurrected. In the newsletter, it was stated, they wanted to “take the vulgarity out of Leninism”. 

One of the Russian educators they had resurrected was Anton Makarenko. He was born in January 1888  and died in April 1939). Makarenko was a Soviet educator, social worker, and writer, and the most influential educational theorist in the Soviet Union. Markarenko rehabilitated juvenile delinquents at Gorky and Dzerjhinski’s penal colonies. Makarenko was especially liked by Lenin’s wife Nadezhda Krupskaya, who served as the Soviet Union’s Deputy Minister of Education from 1929 until her death in 1939.

My question then became; how did we get to this point in America? What happened before that prompted the symposium in 1996? Well, NOW I KNOW!!

Did you know…
In doing a word search through OERI whistleblower, Charlotte Iserbyt’s ‘Deliberate Dumbing Down of America of the OERI the connections are clearly seen.

  • The OERI was, and is, the office from which all the controversial national and international educational restructuring has emanated. 
  • Such international meetings at which international education/workforce training agenda items are discussed take place regularly. OERI and CERI are closely connected in the work they carry out for OECD, UNESCO, and the United Nations. The August 11, 1988 edition of Education Daily covered the National Citizens Alliance (NCA) Press Conference held at the National Press Club in Washington, D.C. Excerpts follow:

Cancel the education portion of the 1985 exchange agreement between the United States and the Soviet Union, which NCA says allows the dissemination of “communist propaganda” through global teaching methods and the joint development of textbooks and computer software; and

Force Pennsylvania to ask parental consent before using its Educational Quality Assessment test, which NCA says uses “psychological and psychiatric testing” in violation of the federal Protection of Pupil Rights Amendment [Anita Hoge case against the Pennsylvania Department of Education].

NCA also criticized ED’s National Assessment of Educational Progress for tracking student attitudes and behavior, saying that obtaining such information violates privacy rights and could lead to behavior modification nationwide.

Secretary Bennett’s spokesman Loye Miller said he is not aware of the complaints to which NCA refers. An OERI spokesman declined to comment. — Christopher Grasso

  • Perhaps the most important data gap in understanding how teachers affect the educational process is the lack of a good definition of “teacher quality.”… The National Education Statistics Agenda Committee… has recommended that OERI fund special studies to improve the measurement of, among other things, “important school processes including methods of training teachers and assessing their competence.”
  • H.R. 2614, The Reading Excellence Act, passed the U.S. House of Representatives in November of 1997.^” For the first time in U.S. history legislation has been passed which mandates a particular method of teaching. Excerpts from the abstract of the legislation follow:


The National Institute for Literacy would head up the effort to disseminate information on reliable, respectable research on reading to all recipients of Federal financial assistance under ESEA, Head Start, IDEA, and the Adult Education Act. In doing so, NIFL would build upon applicable information networks currently in existence including OERI [Office of Educational Research and Improvement, U.S. Department of Education) and those established by states and private sector entities. The panel may assist any reading and literacy partnerships to determine whether applications for subgrants meet the requirements of this Act relating to reliable, replicable research on reading.

AUTHORIZATION There would be a total of $260 million available for this Act. 

  • Regional Education Laboratories. The following definition comes from Goals 2000: Restructuring Our Schools… Restructuring Our Society by Kathy Finnegan [ibid.], pp. 306-307.

The U.S. Department of Education maintains ten RELs (“labs”) in scattered geographic areas — all under the jurisdiction of OERI [the Office of Educational Research and Improvement]. The labs function as field offices of OERI, assisting the states under their jurisdiction in finding and implementing educational resources [such as the “validated” programs of the NDN [National Diffusion Network]) suited to their needs. They also generate and oversee research projects, print publications, and provide training programs to teachers and administrators.

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