The Bane of Florida’s Education System

According to Merriam-Webster, the definition of “bane” is “a source of harm or ruin.” On Tuesday, August 2, 2016, Florida’s Commissioner of Education referred to textbooks as the “bane of our education system.”
Let that sink in… The Commissioner of Education believes BOOKS may be the source of harm or ruin in today’s education system.

As documented in the Citrus County Chronicle (read the entire article here):

Stewart stood in front of a packed auditorium at Lecanto High School on Tuesday morning to share her thoughts on what she sees at the inevitable digital takeover of education.

“I would like to do away with all textbooks,” she said. “I believe that they may be the bane of our educational system.”

The best way to teach to the standards, she said, is with digital content.

How are text books ruining education? What is her evidence to back up the claim that digital content is best?  What about the impact of a quality teacher? What will our schools be like if she gets her wish and textbooks are eliminated?

Last month, the Conservative Review described “Digital Learning” as “expensive and ineffective.” In addition to the high cost and potential health risks, they described how digital learning can remove teachers from the learning process. They point out that “students learn best when they “interact with real people who respond to them in real-time and with real interest, tossing ideas back and forth to explore a subject.” This obviously doesn’t happen with digital learning.” They summarize by saying “Common Core requires digital learning that is extraordinarily expensive, that minimizes the effect of a good teacher, and that (as Bill Gates admits) doesn’t work. What a deal.”

You can read more, here, about Bill Gates’ recent admission that, despite the hundreds of millions of dollars being poured into education technology, there has been little change in students’ academic outcomes. To be clear, the amount of money funneled into technology is huge. According to their 2014-15 Digital Classroom plan, on 5/29/2013, the School Board of Miami-Dade agreed to a proposal for digital devices totaling up to $63,450,000! $64 million in one county…

Please, let’s not burn the textbooks just yet. There is a significant amount research that should make Florida question whether the “inevitable digital takeover” is a good thing.

Reading and comprehension of paper-based textbooks appears to be superior to the reading of digital content:

  • This fascinating Scientific American article looks at the science of reading on paper vs screens and suggests that “reading on paper still boasts unique advantages.” Among other things, it suggests that reading on a computer screen may impair comprehension.
  • This paper reviewed studies comparing reading on paper to reading on computer screens and showed reading from computer screen is “slower, less accurate, more fatiguing, decreases comprehension and is rated inferior by readers.”
  • study from Israel, showed learners prefer studying text from printed hardcopy rather than computer screens and, when reading on paper, had a better sense of their own understanding. When reading from computer screens, students thought they had absorbed the information but tests showed otherwise.
  • A Missouri study showed that college students, when given the choice, overwhelmingly prefer paper textbooks.
  • A study out of Dartmouth found that reading on digital devices seems to reduce abstract thinking. “Reading on computer screens and smartphones has made people unable to fully understand what they are reading as our brains retreat into focusing on small details rather than meanings”, the study claimed (read more here).

The use, or overuse, of digital devices in the classroom may interfere with learning:

  • A study out of MIT looked at the use  use of electronic devices in classrooms at the United States Military Academy and the results indicated that students performed worse when personal computing technology was available. Researchers also found that reduced grades because of electronic usage were especially problematic for males and for students with higher GPAs. (Read more here.)
  • Another report from the Organization for Economic Cooperation and Development (OECD)  showed that “moderate” technology use in the classroom can improve learning, but that too much screen time is linked with a decrease in performance. “In a survey of students from 64 countries, the OECD found that students’ reading ability had declined in the countries that reported the most technology in the classroom.” (Read more here.)
  • Research  from the London School of Economics found “schools that banned pupils from carrying mobile phones showed a sustained improvement in exam results, with the biggest advances coming from struggling students.”

Handwriting, note taking and test taking with pencil and paper appears to have significant advantages for students:

  • The digital classroom emphasizes typing over handwriting. Read here and here to learn about concerns regarding brain development and handwriting.
  • This Scientific American article discusses how students who wrote their notes by hand remembered more and had a deeper understanding of material than those who typed notes on their laptop.
  • In Rhode Island,  Illinois and Maryland, PARCC scores were shown to be higher when students took the test on paper rather than computer, suggesting taking these tests on the computer puts students at a disadvantage.

In addition, there are significant health concerns associated with the digital classroom:

  • Read here about growing concerns regarding the health impacts of WiFi (Radio Frequency (RF) exposure) on young children.
  • Read here to learn how digital devices may be affecting children’s eyes, leading to a rising incidence of nearsightedness, which increases the risk of later glaucoma or retinal detachment.
  • Read here to learn how scientists have urged Google to “Stop Untested Microwave Radiation of Children’s Eyes and Brains” associated with Google Cardboard devices in schools.
  • Read here to see evidence the effect of excessive screen time on the brain, including gray matter atrophy, compromised white matter integrity, reduced cortical thickness, impaired cognitive functioning and impaired dopamine function. “In short, excessive screen-time appears to impair brain structure and function.”

In 2000, the Alliance for Children called for a moratorium on the introduction of computers in early childhood and elementary education and recommended a refocus on the “essentials of a healthy childhood” : “strong bonds with caring adults; time for spontaneous, creative play; a curriculum rich in music and the other arts; reading books aloud; storytelling and poetry; rhythm and movement; cooking, building things, and other handcrafts; and gardening and other hands-on experiences of nature and the physical world.” If only someone had listened…

Finally, in this brilliant blog the author outlines parental concerns regarding the digital classroom including lack of teacher involvement, lack of real-life experiences, lack of balance in content, and lack of knowledge of content by teachers and parents. This last point may be the most relevant to Commissioner Stewart’s disdain for textbooks:

“As for parents, if no textbook ever comes home, they have limited access to the ideas being presented to their children.”

When the textbooks are eliminated, it will be very difficult for parents to review the scope, content and quality of their children’s curriculum. Perhaps that is by design.

There has been surprising little conversation regarding the quality of the content in these programs. Monica Bulger discusses this concern in “Personalized Learning: The Conversation We’re Not Having“:

How Good is Personalized Learning Content?

While the responsiveness of personalized learning systems hold promise for timely feedback, scaffolding, and deliberate practice, the quality of many systems are low. Most product websites describe the input of teachers or learning scientists into development as minimal and after the fact (Guernsey & Levine, 2015). Products are not field tested before adoption in schools and offer limited to no research on the efficacy of personalized learning systems beyond testimonials and anecdotes. In 2010, Houghton Mifflin Harcourt commissioned independent randomized studies of its Algebra 1 program: Harcourt Fuse. The headline findings reported significant gains for a school in Riverside, California. The publicity did not mention that Riverside was one of four schools studied, the other three showed no impact, and in Riverside, teachers who frequently used technologies were selected for the study, rather than being randomly assigned (Toby, et al., 2012). In short, very little is known about the quality of these systems or their generalizability.

Why are we spending hundreds of millions on programs without documented research confirming their efficacy?

At, the word “bane” has a secondary definition: “A source of persistent annoyance or exasperation.” Perhaps this is what Commissioner Stewart meant when she called textbooks the bane of education. All the documented evidence showing “old-fashioned” text books to be more effective, less harmful and more favorable must be exasperating to a woman whose vision is to completely digitalize Florida’s classrooms.

There is overwhelming evidence demonstrating that, currently, tech-ed is NOT superior to traditional education and the digital classroom may have significant consequences to a child’s health and well-being. These problems won’t go away if we eliminate textbooks. Billions of dollars are being funneled into technology with, as Bill Gates admitted, little positive academic results. Ed-tech companies, and their investors, are becoming rich. Is this an appropriate use of our limited education budgets? Parents and taxpayers should be outraged.

This wonderful article by Dr. Karen Effrem, explains that, rather than corporate education technology and “Big Data” driven education, parents want “proven methods of education — teaching by human beings, plus focus on handwriting, classic literature, standard algorithms, and actual content knowledge — instead of skills-training and constant invasive psychological manipulation and assessment.”  Such schools, where human interaction is valued over technology, exist (read about them here and here) and could be models for creating the education programming parents want for their children in Florida.

What is the “bane” of Florida’s education system? Is it our textbooks? I don’t think so. The bane of our education system is the rush to the digital classroom, where profits and privatization matter more than providing a quality education for all our children.

Please don’t burn the books.


Public Comment on ESSA: We Need a REAL Accountability Overhaul

“Don’t cling to a mistake just because you spent a lot of time making it.”   -Unknown

In December 2015, Congress passed the Every Student Succeeds Act (ESSA), replacing No Child Left Behind, which had been in place since 2002.  The ESSA purports to allow states greater flexibility for the design of their education accountability system, which is great news for us because we have been calling for a complete overhaul of Florida’s accountabaloney system since day 1 of this blog! We hope Florida can rise to the occasion and take full advantage of this opportunity to address our deeply flawed accountability system.

Some states appear to be rising to the challenge. Kentucky Commissioner of Education Stephen Pruitt advises a system that focuses on students:

“If we don’t come out with an accountability system focused on students, then we’ve failed. It can’t be about adults chasing points. The system needs to promote what’s best for students.” -Kentucky Commissioner of Education Stephen Pruitt 4/17/16

If Florida isn’t careful, Kentucky may become the leader in education accountability! They certainly appear to be headed in the right direction (which is away from the adults chasing points to ratify the A-F school grade system). Good for Kentucky!

Floridians are waking up to the realities of the system. Florida’s students are not well served by a high stakes test focused system, as recently explained by the Sun Sentinel Editorial Board:

“A major part of the problem, as we have written before, has been the use of the high-stakes tests for purposes to which they are unsuited. Those include school grades and teacher evaluations. Legislatures and governors with a stick-it-to-public-education attitude have hurt teacher morale, recruitment and retention, exacerbating the situation…

The “reformers” have now become the entrenched special interests. They want more of the same. Floridians should want better.”

These are all wise words and Florida’s Department of Education and legislature should heed them.  On June, 21, 2016, one day after it was promised, the FLDOE opened a website for public comment on changes to the Education Accountability system and ESSA. We invite all Florida citizens to comment on Florida’s current accountabaloney system and demand change. Sadly, if you are going to do so using the new website, you might need a law degree. It is just that convoluted. There are nine individual surveys and each one asks you to comment on specific portions of the ESSA legislation or draft regulations. Even the Florida Association of School Superintendents (FADSS) complained at today’s State Board of Education meeting, asking for a more authentic voice than an online opportunity. (You can watch here around 1:48:00). They demanded that stakeholders have a real voice in the process.

A real voice in the process will be difficult given the convoluted website. Here is what I did: I wrote up a list of my demands, copied it and pasted it into every comment box on each of the one surveys. I asked the FLDOE to determine which part of my demands corresponded to the confusing question they were asking. You might want to try a similar plan (you can copy my list if it suits you), but please let your voice be heard.

What should you ask for?

First, remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.”

Demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.

  • Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.
    • End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.
    • Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.
    • Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.
    • Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).
    • Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.
  • There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school). 
    • Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.
    • The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.
    • State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.
    • Institute a ban on standardized testing in pre-K through grade 3.
    • End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.
  • Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.
  • Protect student data and make student data privacy a top priority.
    • Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.
    • Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.
    • The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.

We encourage everyone to comment on the Commissioner’s site. Send copies of your comments to your state representatives, as well. It is time to overhaul this disaster. It is time to stop clinging to this mistake.

P.S. We are under no illusion that Florida will actually use this opportunity to eliminate mandatory 3rd grade retention, test based graduation requirements or the rank and punishment of schools based almost solely on student test scores, restoring teacher autonomy in the classrooms and local control to  our elected school boards. In fact, we are pretty sure the passage of ESSA was designed to open the flood gates towards further privatization of public schools and the profit generating, data sharing Competency Based Education (CBE). CBE is meant to convert public schools into data mining computer centers, where teachers are mere facilitators and massive profits are made for investors.

We agree with Peggy Robertson, that ESSA is not an opportunity to save public schools but rather the law that will hasten its demise.  Here, she points out the irony:

“And the passage of ESSA means that the end of year test eventually could become passé.  ESSA is pushing for online, daily testing – testing that is embedded inside online curriculum.  Children will now be subjected to online modules in which they must master something before moving on to the next online module.  It might be called personalized learning, mastery learning, proficiency-based testing, competency-based education, innovative assessments, and more. ESSA is pushing for these online assessment systems, as is ALEC, and the many foundations and organizations that are hoping to cash in.

As Stephen Krashen states: Competency-based education is not just a testing program.  It is a radical and expensive innovation that replaces regular instruction with computer “modules” that students work through on their own. It is limited to what can be easily taught and tested by computer, and is being pushed by computer and publishing companies that will make substantial profits from it. “

Why do I get the overwhelming sense that Florida’s accountability plan will lead us further down the path of the profiteers and CBE? Because this is Jeb’s mistake and they will cling to it until we vote the reformers out of office.

CBE has already infiltrated our schools. Nearly every one of Florida’s public school children have already used CBE programs (like iReady, iStation and Achieve 3000) and some districts are moving towards complete conversion to CBE within the next 5 years via a recently approved pilot study. Notice how “the Jeb Bush-founded Foundation for Florida’s Future — which lobbied for the program — praised the Legislature for approving” the CBE Pilot Study bill.

What can we do to save our public schools? We must educate other parents, school boards and communities about the inherent dangers in ESSA and CBE (share this video demonstrating the $270 million “pretendathon” happening in Baltimore, don’t let this happen to your district!).  It is time to refuse online curriculum and other online programs that are being used to cash in on our starving public schools and our children. And, by all means, VOTE THE REFORMERS OUT.

CALL TO ACTION: Stop the Poorly Designed CBE Pilot (SB1714)


This Thursday, February 25, 2016, the Florida Senate Appropriations Committee will hear SB/CS1714, the Competency Based Education (CBE) Pilot Study Bill, in its last stop before it hits the Senate Floor.  The companion bill in the House has already been passed.  We have joined a state-wide, bipartisan coalition of grassroots organizations in a Call to Action attempting to stop the passage of this bad bill, which allows the advancement of CBE in four Counties in Florida, with the Commissioner’s ability to spread the program to even more counties, even before any serious public discussion regarding CBE has taken place. (Learn more about CBE here)

At Accountabaloney, we believe this is a poorly designed pilot program and should not be initiated in Florida. Participating districts, and the schools within them, are unlimited in how they can initiate CBE within their systems. By allowing vague descriptions and definitions of the possible CBE programs in each participating county, with few well defined parameters, comparing program effectiveness and attributing that to CBE will be virtually impossible. As currently defined, the results measured will assess little more than test taking skills; hardly the definition of a quality education system. The rapid expansion within and between counties, currently allowed by these bills, could affect millions of Florida’s public school students before the pilot programs’ results have even been tallied. This is NOT the way legitimate pilot studies are designed. Florida’s students are not served by participating as guinea pigs in poorly designed studies.

Florida’s Education Accountability system is still reeling from the rush to implement the Florida Standards and the FSA. Can it withstand another major rushed implementation?

We believe it cannot.

We urge you to join thousands of Floridians and participate in this Call to Action . Please, contact the members of the Senate Appropriations Committee TODAY (their addresses are in the attached blog) . You must take action NOW.

Because of the immediate need for action, consider sending the following to the entire Senate Education Appropriations Committee (, ,,,,,,,,,,,,,,,,

Vote NO to SB1714! Competency Based Education will be full of daily data collection, and will put our children’s personally identifiable information at risk. I want my children educated by teachers; not data mined and taught by computers.

The pilot study defined in SB1714 is poorly designed and allows the rapid expansion of CBE programs even before data has been collected.  By allowing vague descriptions of CBE programming and measuring little more than test taking skills, the data obtained from these pilot studies will be virtually unusable in the evaluation of quality education programming.

Florida does not need another rushed implementation of a poorly vetted plan to dramatically overhaul our education system.

Vote NO on 1714.

Thank you,

(Name, address, Phone Number)

If you live in Lake, Pinellas, Seminole or Palm Beach counties, the passage of this bill will bring CBE to your schools almost immediately.  Please contact your local representatives, as well as your school board members, and tell them to keep CBE, and it’s accompanying data mining and test prep,  out of your schools.

Call to Action: Competency Based Education

Senate Bill 1714 and its companion House Bill 1365 will allow changes to state education law to put in place competency based education programs.  Other names for competency-based learning [CBE], include performance-based, proficiency-based, and mastery-based education, as well as “customized” and “personalized” learning.  Definitions of CBE are called “a work in progress,” and include life-long data and socioemotional profiling, a significant emphasis on lower level job skills, and a focus on much more subjective psychosocial, non-academic attributes and skills.

While there may have been positive examples of CBE used in classrooms in the past, the bills that are currently being pushed through the Florida legislature completely change the definition of CBE that most educators are familiar with. The technology component will redefine the role of the teacher from educator to facilitator and significantly minimize human interaction in the learning process. We believe students learn best from face-to-face human interaction.

In addition, CBE will allow a massive increase in the amount of personal student data collected and shared both in our public schools and with the Department of Labor. Currently, education is the 4th largest industry and the most data mined industry in America.  The amount of data collected from students and shared by CBE vendor programs (including very subjective psychosocial data), can be one million times more than what is currently collected and shared on Facebook users. One education technology CEO bragged that their company picks up five to ten million data points from Pearson Common Core education curriculum per student per day.  There has been little to no formal discussion regarding the impact of expanding these pilot programs, and this bill gives the Florida Commissioner of Education the ability to expand it to every county, even before any results are reported.

National proponents of Competency Based Education have argued that these programs will eventually allow states to get rid of the statewide standardized assessment, which sounds great until you realize the goal is to replace tests like the FSA with daily, individual, data collection via computer programs.*

If you live in LakePinellasPalm Beach or Seminole County, you are part of the pilot program and this bill will bring CBE to your schools immediately.  For all other counties, it will be fully implemented within five years.

Other very serious problems with this bill and these programs include:
(Detailed quotes and references for these assertions are available here)

  1. These programs emphasize lower level job skills and social emotional skills at the cost of academic knowledge while diminishing the role of teachers and harming the student-teacher interaction.
  2. Gates Foundation-funded programs and technology education programs such as this in general have a long track record of failure and high cost.
  3. There is information showing Gates funding for only two (Lake and Pinellas) of the four counties covered in the bill. This means that the counties (Palm Beach and Seminole) or state taxpayers will likely have to pay for this experiment. The most recent Gates-funded experiment in Hillsborough County was a disaster, and ended up costing taxpayers millions.
  4. The language of the bill will ensure district-wide implementation of CBE before the results of the pilot are completed.
  5. There is no language about parental consent or pulling out of the five year program if students, parents, schools or districts change their minds or the program fails before the pilot ends. 


The bill has already passed in the House, and is now being considered in the Senate.   We have just learned that the bill will likely be heard in the full Senate Appropriations Committee which will be meeting on Thursday, February 25th from 10 AM to 5 PM.  It is imperative we take action now. Please e-mail and call the Senators on the Florida Senate Committee on Appropriates (information below) immediately and tell them to vote no to SB1714!  Competency Based Education will be full of daily data collection, and will put our children’s personally identifiable information at risk.

Very important!  In addition to contacting these Senators, please contact your local school boards and superintendents and let them know you want your children educated by teachers; not data mined and taught by computers.  When you send your email, feel free to include a link to this blog post as well as the additional links below.

CS/SB 1714: Competency-based Innovation Pilot Program
GENERAL BILL by Education Pre-K – 12 ; Brandes

Florida Sentate -Committee on Appropriations – Members

Copy and paste these emails addresses to send a bulk email:, ,,,,,,,,,,,,,,,,

Chair: Senator Tom Lee (R)
E-mail –
District Office – (813) 653-7061
Tallahassee Office – (850) 487-5024

Vice Chair: Senator Lizbeth Benacquisto (R)
E-mail –
District Office – (239) 338-2570
Tallahassee Office – (850) 487-5030

Senator Thad Altman (R)
Twitter: @SenatorAltman
E-mail –
District Office – (321) 868-2132
Tallahassee Office – (850) 487-5016

Senator Anitere Flores (R)
Twitter: @Senator_Flores
E-mail –
District Office – (305) 270-6550
Tallahassee Office – (850) 487-5037

Senator Don Gaetz (R)
E-mail –
District Office – (850) 897-5747
Tallahassee Office – (850) 487-5001

Senator Bill Galvano (R)
E-mail –
District Office – (941) 741-3401
Tallahassee Office – (850) 487-5026

Senator Rene Garcia (R)
E-mail –
District Office – (305) 364-3100
Tallahassee Office – (850) 487-5038

Senator Denise Grimsley (R)
E-mail –
District Office – (863) 386-6016
Tallahassee Office – (850) 487-5021

Senator Alan Hays (R)
E-mail –
District Office – (352) 742-6441
Tallahassee Office – (850) 487-5011

Senator Dorothy L.  Hukill (R)
E-mail –
District Office – (386) 304-7630
Tallahassee Office – (850) 487-5008

Senator Arthenia L.  Joyner (D)
E-mail –
District Office – (813) 233-4277
Tallahassee Office – (850) 487-5019

Senator Jack Latvala (R)
E-mail –
District Office – (727) 793-2797
Tallahassee Office – (850) 487-5020

Senator Gwen Margolis (D)
E-mail –
District Office – (305) 571-5777
Tallahassee Office – (850) 487-5035

Senator Bill Montford (D)
E-mail –
District Office – (850) 487-5003
Tallahassee Office – Same as District office

Senator Joe Negron (R)
E-mail –
District Office – (772) 219-1665
Tallahassee Office – (850) 487-5032

Senator Garrett Richter (R)
E-mail –
District Office – (239) 417-6205
Tallahassee Office – (850) 487-5023

Senator Jeremy Ring (D)
E-mail –
District Office – (954) 917-1392
Tallahassee Office – (850) 487-5029

Senator David Simmons (R)
E-mail –
District Office – (407) 262-7578
Tallahassee Office – (850) 487-5010

Senator Christopher L.  Smith (D)
E-mail –
District Office – (954) 321-2705
Tallahassee Office – (850) 487-5031

Recommended Reading–40BE074B-D2E8-438F-AFCF-7194E326A218/specific-concerns-related-to-sb-1714-and-cbe-cost-quality-and-choice.pdf

This Call to Action is supported by the following grassroots organizations/groups:

Broward BATs
Common Core Discussion Group – Florida
Florida Stop Common Core Coalition
Florida BATs 
FLParentsRISE – Pinellas/Pasco Chapter
Fund Education Now
Lake County Against Common Core
Minimize Testing Maximize Learning
National BATs
Opt Out Leon
Opt Out Pinellas
Opt Out St. Lucie
Out Opt Florida Network
Tea Party Network
Uncommon to Our Core – Florida
United for Florida Children

*The original call to action has been edited to reflect the withdrawal of Representative Smith’s Amendment #045043, which suggested CBE in Florida would eventually replace the FSA.