Ohio probes charter school operators accused of defrauding parents, students and taxpayers in Florida

Ohio probes charter school operators accused of defrauding parents, students and taxpayers in Florida

Ohio probes charter school operators accused of defrauding parents, students and taxpayers in Florida

Ohio’s top public accountant is actively investigating the case of two businessmen accused of using charter schools to defraud Florida taxpayers, students and schools — and maybe here, too.

On Friday, Ohio Auditor Dave Yost acknowledged that a probe has been ongoing for a year. Meanwhile, court documents filed this month in Florida indicate 19 Ohio charter schools were overbilled nearly $600,000. Prosecutors and forensic accountants say the money was laundered through 150 bank accounts and shell companies then returned as “rebates” and “kickbacks” to Marcus May, who once ran more than 20 charter schools in Ohio.

In 2012, May used a parent company, Newpoint Education Partners LLC., to open Cambridge Education Group, a charter school operator based in Akron. To grow business in Florida, authorities say he “falsely represented” that his Ohio schools were well managed. By 2016, prosecutors say he allegedly defrauded Florida and its public schools of more than $1 million.

May has repeatedly declined to speak with the Beacon Journal.

The pattern in Florida seems to mirror transactions in Ohio.

One forensic document in the Florida case details how Ohio schools paid $1.1 million to Apex Learning, a Seattle-based company May used to bill the 19 Cambridge schools in Ohio and 15 Newpoint schools in Florida for online and hard-copy curriculum. Russ Edgar, the lead Florida prosecutor in the white collar criminal case against May, has produced invoices that show how Apex inflated pricing for furniture and computers to siphon $229,756.57 from Florida’s education system and $456,551.92 from Ohio schools, including four in Akron.

“After the allegations in Florida came to light, Marcus May was immediately relieved of any managerial duties and later of his equity in Cambridge,” John Stack, co-owner of Cambridge, said in a written statement. He said Cambridge hired a forensic accountant to find out if Apex negatively impacted any Ohio schools. Once the schools were identified, the money was returned.

Of the 18 Cambridge schools still open in Ohio, 13 signed new management contracts this summer with Oakmont Education. Stack founded the company with Marty Erbaugh, an investment banker from Hudson. Oakmont will take over Cambridge’s dropout recovery high schools for struggling teenagers and young adults.

“Oakmont doesn’t believe that any of the schools we manage were negatively affected by Marcus May’s actions or Cambridge’s management,” said Stack, who filed the paperwork to create Oakmont on March 20, four days after a Florida jury convicted one of May’s associates.

Ohio connection

Allegations of self-dealing surfaced in late 2016 when a Cleveland school managed by Cambridge questioned what May was doing with state funds. Boards at the other schools have stuck with Cambridge, or moved to Stack’s Oakmont, through the ordeal.

Prosecutors say bank records show that May spent public funds — some of it provided by parents for student uniforms and lunches — on exotic trips, jet skis, a mansion mortgage, plastic surgery and other personal effects. Court documents in Florida connect some of the money to Ohio land that houses the Cambridge headquarters at 481 N. Cleveland-Masillon Road, a title agency on South Main Street and charter schools in Cleveland and Columbus. The Beacon Journal checked with the Ohio Secretary of State’s Office to see who’s behind the companies that own these properties. The secretary’s office said Continue reading: Ohio probes charter school operators accused of defrauding parents, students and taxpayers in Florida

From the CTU and President Karen Lewis. – Fred Klonsky

From the CTU and President Karen Lewis. – Fred Klonsky

From the CTU and President Karen Lewis.

This week begins the new school year. May you each find success and new energy as you return to your classrooms and the profession you love.

As our new year begins, it is a time for us to renew our commitment to fighting for the schools our students and teachers deserve. Let us return to our Chicago Public Schools (CPS) classrooms with a renewed strength, laser focus and open hearts as we welcome our colleagues and students in this new season of growth and change.

As you know, I recently retired from CPS and therefore have resigned from my position as president of the Chicago Teachers Union. It has been a tremendous honor and privilege to serve in a leadership capacity and to join each of you on the battlefield for justice and equity in public education.

The decision to end my tenure was one that weighed heavily upon me and was done in consultation with my husband, family, friends and colleagues. Since taking office in 2010, this has been a constant fight against powerful forces and their myriad of allies that seek to destroy collective bargaining and rob our children of their futures. Yet, as great of an enemy as this system has been, I had no way of knowing that all of this was preparing me for the biggest foe of them all.

Yet, I am not afraid.

With any fight, clear vision and bravery are prerequisites of struggle. While I continue to restore my health, I encourage each of you to channel your energy into a collective power that moves our union forward and guarantees the wins we’ve secured—and the campaigns we have started will continue until every child has every resource needed to be successful.

In my fight against brain cancer, I am reminded through my faith that when storms come, the brave do not jump overboard. They do not abandon ship, nor do they panic. Even if the captain is down and storm clouds are gathering, the rest of the crew must steer the ship on its charted course.

As you enter your building, remember: We have a contract fight on our hands—and the racist, misogynistic, homophobic and elitist voices remain strong. Our enemies are banking on this transition in CTU leadership to confuse, conflate and co-opt our union. Do not let them.

Transitions are not meant to be easy. Change never is. However, I have worked side-by-side with Vice President Jesse Sharkey, who has assumed my responsibilities as president as laid out in the CTU Constitution, beginning when I was first diagnosed in 2014. Under his consistent leadership, the CTU will remain a focused, fighting union that protects the interests of its members and those we serve.

Any presidency can only be as strong as the rest of its leadership team. Continuity is important. That is why officers Michael Brunson and Maria Moreno remain valuable in their current roles of recording secretary and financial secretary in this administration. As Jesse’s role as president is formalized, the vice presidency now becomes vacant, and it is my hope that members will value the addition of CTU Political Director Stacy Davis Gates in that role.

Through our organizing, legislative and political efforts, the CTU has restored the pension levy, stopped the spread of non-unionized charter operations, and launched political campaigns that have sent educators Sue Garza, Brandon Johnson and Aaron Ortiz to public office. The CTU worked to reduce CPS’s gaping budget deficit, won back hundreds of millions of dollars from the mayor’s TIF slush fund, and fought off mismanagement and bank deals, charter companies and corruption. We successfully negotiated more than $10 MILLION for sustainable neighborhood public schools. Our political, organizing and communications model has been adopted by other labor organizations across the nation.

Even with these significant wins, there is still much more work to do. Let us channel our victories into renewed campaigns to ensure our careers are not threatened and that Chicago has an elected, representative school board.

Wages, benefits, and safe and collaborative working conditions are important to all of us and central to every contract campaign. But in a city rife with unemployment, poverty, and violence, so is ensuring that every student has access to a librarian, counselor, social worker, nurse, special education professional and the support services they need.

As I focus my attention on this next chapter of my life, I want each of you to remember that the detractors, naysayers and union busters will come. They will seek to take advantage of this moment in order to entice you to act against your own self-interests. However, if their offer does not make us stronger, if it doesn’t unite us, and doesn’t move our cause forward, then we must turn a blind eye to their schemes and keep our eyes on the prize.

CPS may always be a hot mess, but with our due diligence, creativity, expertise and insights we can one day make this the strongest school district in the nation.

Every teacher, paraprofessional and clinician who wears CTU red understands what this is about. Harlem Renaissance poet Langston Hughes said it best when he challenged us in a work he entitled, “Democracy,” in which he states:

Democracy will not come

Today, this year

Nor ever

Through compromise and fear.

Thank you all for your well-wishes, thoughts, and prayers. I love you all and I will see you soon.

Karen GJ Lewis, NBCT (Retired)

CTU President Emeritas

From the CTU and President Karen Lewis. – Fred Klonsky

BACK TO SCHOOL: A parent’s guide to K-12 school success

BACK TO SCHOOL: A parent’s guide to K-12 school success

A parent’s guide to K-12 school success

click on picture

What Schools Can Do To Support Parents

• Recognize that all parents, regardless of income, education or cultural background, are involved in their children's learning and want their children to do well.

• Design programs that will support families to guide their children's learning,from preschool through high school.

• Develop the capacity of school staff and families to work together.

• Link activities and programs for families to improving student learning.

• Focus on developing trusting and respectful relationships among staff and families.

• Build families' social and political connections.

• Embrace a philosophy of partnership and be willing to share power.

• Make sure that parents, school staff, and community members understand that the responsibility for children's educational development is a collaborative enterprise.

• Build strong connections between schools and community organizations.

• Include families in all strategies to reduce the achievement gap between white, middle-class students and low-income students and students of color.

Everyone Loves Lists

Below you will find a couple of lists of things parents can do to "help" at school. Not all schools offer some of the things on the list, you can ask your child's teacher or principal if your school offers these opportunities to support your child at school. 

SUPPORT ACADEMIC ACHIEVEMENT
• Read to students
• Serve as a guest speaker
• Donate newspapers for instructional programs
• Provide feedback on writing projects
• Assist in literacy programs
• Share science demonstrations
• Provide computer workshops
• Judge science fairs
• Share math in the workplace and the connection to school work
• Teach music
• Guide instrumental music practice sessions
• Provide choral music support
• Share dance skills and techniques
• Assist with choreography
• Design and coordinate murals
• Assist with set design
• Assist with costume design and production
• Provide apprentice programs
• Share photography expertise
• Support art and music appreciation
• Provide physical education coaching
• Assist with curriculum development to relate to life after high school
• Support student service learning and community service projects

SUPPORT PROFESSIONAL DEVELOPMENT
• Share industry and personal expertise
• Provide computer support
• Sponsor school retreats
• Sponsor health/CPR certification classes and clinics
• Provide venues and food for professional development meetings

JUMP START STUDENT CAREERS
• Conduct job seeker workshops – from resume writing to mock interviews
• Offer work place problem-solving skills
• Serve as consultants to students operating school-based enterprises
• Provide educational fieldtrips to your facility for students and staff
• Provide on the job training, mentorships and job training for students
• Create and support job shadow days
• Provide “job skills” workshops and seminars
• Provide entrepreneurial seminars and workshops

ENCOURAGE STUDENT ACHIEVEMENT
• Display student art work in offices and lobbies
• Provide gift certificates, complimentary tickets, etc for academic success and improvement
• Establish attendance incentives
• Provide scholarships

TUTOR AND MENTOR
• Volunteer as tutors in all areas of the curriculum
• Provide assembly programs stressing good health, safety and character-building
• Provide mentors and tutors for specific students
• Provide personnel to facilitate “dialogue” for various student groups
• Develop apprentice programs
• Serve as a mentor in physical education
• Support study skill development
• Provide supportive services and personalization of the educational experience for students and parents
• Serve as model for life-long recreation, health and wellness

SUPPORT AND DONATE
• Sponsor uniforms and costumes, (Sports, Cheerleading, Drill Team, Theater, etc.)
• Donate audiovisual equipment and sound systems
• Donate books to the library
• Donate math, science, and language materials to laboratories
• Donate new curtains for school auditoriums
• Donate office supplies and surplus equipment
• Provide technical support to students and school staff
• Provide bus transportation or donate entrance fees for educational field trips
• Provide eyeglasses and doctor’s care for identified students
• Provide financial support to the PTSA or Booster Club
• Provide holiday enhancements including educational toys, books, or gift baskets
• Provide printing services for school newspapers, yearbooks, parent handbooks, and programs for special events
• Assist with organizing special school events
• Assist with organization/management  of  mandatory health exams
• Assist with Back-to-School programs
• Assist with year-end projects
• Provide shop tools
• Provide sewing machines
• Donate fabrics
• Serve  on a school Advisory Board
• Sponsor student “clubs” to develop leadership skills and promote interest in your industry
• Provide ongoing support for existing programs including Advancement Via Individual Determination –AVID, Math Engineering Science Achievement-MESA, College Ready
• Assist with field trips
• Commit to at least one hour per week for your employees to assist at schools

BEAUTIFY OUR CAMPUSES
• Paint identified areas of the school
• Plant and maintain school gardens
• Assist in setting up family school work days
• Design and paint school murals
• Commission artists for school beautification designs

ENGAGE OUR PARENTS
• Provide busses for family field trips
• Sponsor museum memberships
• Provide support to school site parent centers
• Provide tickets to museums, games, special events
• Provide leadership workshops
• Support English as a Second Language classes on the school site
• Provide parenting workshops
• Provide event planning workshops and professional development
• Fund parent newsletters
• Supply parent centers with desks, copiers, and supplies
• Donate food for parent meetings
• Provide direct event planning support
• Present at parent nights, speaking about the importance of education and the specific skills required in your industry

SUPPORT LITERACY
• Purchase new books or computers for school libraries
• Purchase shelving
• Volunteer as a librarian
• Assist students with research
• Provide support for or  matching funds for Wonder of Reading Libraries
• Sponsor school reading/literacy events

1. Share information with a student or class about a hobby.
2. Share information with a student or a class about a career.
3. Share information with students about a country you visited or lived in.
4. Tutor one or a small group of students in reading, math, or other area.
5. Help coach an athletic team.
6. Help check a student's written work.
7. Help put out a school or classroom newsletter (can also be done at home).
8. Help sew or paint a display.
9. Help build something (such as a loft in a classroom or new playground).
10. Help students work on a finalexhibition or project (can also be done at home or workplace).
11. Help answer the schools' phone.
12. Help plan a new playground for the school.*
13. Help plan a theme-based presentation for students.*
14. Help present a theme-based program for students.*
15. Demonstrate cooking from a particular country or culture to students.*
16. Share a particular expertise with faculty (such as use of computers, dealing with disruptive students).
17. Help students plan and build an outdoor garden or other project to beautify the outside of the school.
18. Help coach students competing in an academic competition (such as Odyssey of the Mind, Future Problem Solving, Math Masters).
19. Help bring senior citizens to school to watch a student production.
Help arrange learning opportunities in the community.


1. Help set up an internship or apprenticeship for a student at your business, organization, or agency.*
2. Host a one-day 'shadow study' for one or a small group of students about your career in business or some other organization.
3. Go on a local field trip with a teacher and a group of students.
4. Go on an extended (3-5 day) cross-country field trip with a teacher & students.*
5. Contact a particular local business or organization regarding possible cooperation.*
6. Help to create a natural area outside the building where students can learn.
Serve on an advisory or decision-making committee.
7. Serve on the school-wide site council.
8. Serve on a school committee that reports to the site council.
9. Serve on a district committee representing the school.
10. Serve as an officer in the school's PTA.
11. Help organize a parent organization for the school.
12. Help design a parent and or student survey for the school.
13. Help conduct and or tabulate results of a parent survey regarding the school.
Share information or advocate for the school.
14. Serve as a member of a 'telephone tree' to distribute information quickly.
15. Write a letter to legislators about the school.
16. Write a letter to school board members about the school.
17. Go to a school board meeting to advocate for the school.
18. Go to another school to provide information about this school.
19. Help design a brochure or booklet about the school.
20. Help translate information from the school into a language other than English.
21. Help translate at a parent-teacher conference for people who don't speak English well.
22. Provide transportation to a parent-teacher conference for a parent who needs a ride.
23. Write an article for publication in a magazine about the school's activities.
24. Help arrange for a political leader (mayor, city council, state representative, member of Congress) to visit the school.
Increase financial resources available to the school.
25. Help write a proposal that would bring new resources to the school.
26. Donate materials to the school.
27. Arrange for a business or other organization to donate materials to the school.
28. Help with a fundraiser for the school.
Help other parents develop their parenting skills.
29. Help teach a class for parents on ways they can be stronger parents.
30. Help produce a videotape for parents on ways they can be more effective parents.
31. Help write, publish, and distribute a list of parenting tips."

BE CREATIVE AND PROVIDE YOUR UNIQUE SUGGESTIONS!
These lists are not copyrighted; readers may reproduce them for their own use.

On The Web a Wonderful Resource: 


Engaging Parents In School… | Going Beyond Parent "Involvement" - http://engagingparentsinschool.edublogs.org/

Children Need Parents To Be Partners With Their Schools - The Crucial Voice of the PeopleThe Crucial Voice of the People

Children Need Parents To Be Partners With Their Schools - The Crucial Voice of the PeopleThe Crucial Voice of the People

Children Need Parents To Be Partners With Their Schools

Parents — the most influential people in a students’ life — are too often the least well-informed about the need to partner with schools in a productive way.

Life itself is a risk-taking adventure and with young children and adolescents, it is even more so.

How many times have you heard of “good parents” who lost their child to drug addiction or the ultimate of losses, suicide? No one is totally immune. The best we can do is reduce the risks as much as possible, in every way possible. And for that, we do need partners.

Schools continue to be an institution whose role in many students’ lives is second only to their parents. But have we done all we can to foster parental partnerships with schools? Are we even consistently informing parents as to what their constantly changing role in education is?

In 1983, the National Commission on Excellence in Education came out with this statement:

To Parents from a Nation at Risk (p.35)

“You have the right to demand for your children the best our schools and colleges can provide. Your vigilance and your refusal to be satisfied with less than the best are the imperative first step. But your right to a proper education for your children carries a double responsibility. As surely as you are your child’s first and most influential teacher, your child’s ideas about education and its significance begin with you. You must be a living example of what you expect your children to honor and to emulate. Moreover, you bear a responsibility to participate actively in your child’s education.”

This presidential commission on education studied secondary schools (middle, junior, and high schools) and made recommendations for this often overlooked and misunderstood age group. And they had much more to say to secondary school parents:

“You should encourage more diligent study:

► monitor your child’s study;

► encourage good study habits;

► encourage your child to take more demanding rather than less demanding courses;

► nurture your child’s curiosity, creativity, and confidence;

► be an active participant in the work of the schools;

► exhibit a commitment to continued learning in your own life;

► help your children understand that excellence in education cannot be achieved without intellectual and moral integrity coupled with hard work and commitment.”

Clearly understanding our roles and responsibilities for every “stage” of our children’s education is a good first step but only if the information is correct.

Too often parents hear that teenagers don’t want them “involved” at this age, Not true. Involvement in their lives will take on different forms, yes, and partnerships are Continue reading: Children Need Parents To Be Partners With Their Schools - The Crucial Voice of the PeopleThe Crucial Voice of the People

2nd BANANA: Top Posts This Week 8/25/18

Top Posts This Week 

• 

  California Legislature Approves McCarty Measure to Ban For-Profit Charter Schools | East County Today
• 

  It's time to address the hidden agenda of school dress codes
• 

  Healthy Kids Survey Results - Year 2018 (CA Dept of Education)
• 

  Randi Weingarten : DeVos wants to turn government into 'arms dealer for schools' | TheHill
• 

  COPPA in the Smart Home: Who Protects Our Children’s Data?
• 

  Teachers in the US are even more segregated than students #educlor
• 

  Elizabeth Warren questions the hiring of for-profit-college officials at the Education Department - The Washington Post
• 

  Betsy DeVos to Create Permanent Underclass With Rollback of For-Profit College Rules - Rewire.News
• 

  'Radical Cram School' is Sesame Street for the Resistance
• 

  Building Community Schools Systems - Center for American Progress

Top Posts This Month

Big Education Ape: California Legislature Approves McCarty Measure to Ban For-Profit Charter Schools | East County Today - http://bigeducationape.blogspot.com/2018/08/california-legislature-approves-mccarty.html

Big Education Ape: An Explanation to My Readers | Diane Ravitch's blog - http://bigeducationape.blogspot.com/2018/07/an-explanation-to-my-readers-diane.html

Big Education Ape: Wendy Lecker: As public education stumbles, democracy falls - StamfordAdvocate - http://bigeducationape.blogspot.com/2018/08/wendy-lecker-as-public-education.html

Big Education Ape: It's time to address the hidden agenda of school dress codes - http://bigeducationape.blogspot.com/2018/08/its-time-to-address-hidden-agenda-of.html

Big Education Ape: LeBron James Akron school: Why it matters that I Promise is public. - http://bigeducationape.blogspot.com/2018/08/lebron-james-akron-school-why-it.html

Big Education Ape: Nearly 750 charter schools are whiter than nearby district schools - http://bigeducationape.blogspot.com/2018/06/nearly-750-charter-schools-are-whiter.html

Big Education Ape: DeVos Family Money Is All Over The News Right Now | 89.3 KPCC - http://bigeducationape.blogspot.com/2018/08/devos-family-money-is-all-over-news.html

Big Education Ape: OMG: Arizona school districts and charters that pay teachers the most, least - http://bigeducationape.blogspot.com/2018/08/omg-arizona-school-districts-and.html

Big Education Ape: Healthy Kids Survey Results - Year 2018 (CA Dept of Education) - http://bigeducationape.blogspot.com/2018/08/healthy-kids-survey-results-year-2018.html

Big Education Ape: COPPA in the Smart Home: Who Protects Our Children’s Data? - http://bigeducationape.blogspot.com/2018/08/coppa-in-smart-home-who-protects-our.html

Fight Continues Against New Charter Schools in Oakland - Oakland Post

Fight Continues Against New Charter Schools in Oakland - Oakland Post

Fight Continues Against New Charter Schools in Oakland

A coalition of Ond students, educators, parents, unions, school board members and community groups caravaned to Sacramento to ask the State Board of Ed to reject the Latitude charter petition from the Education For Change charter organization.

By Shelly Weintraub and Emily Filloyakla

On a hot day in the middle of summer, 40 Oaklanders—students from 12-18 years old, teachers, OUSD Board members, community groups, and union members—went to Sacramento to urge the State Board of Education (SBE) to vote NO on the proposed new charter school Latitude 37.8.

The coalition was led by the students and staff of Fremont High who feared that the approval of Latitude, an Education for Change (EFC) charter, would adversely affect their school, forcing even more draconian cuts to Fremont’s budget than it has already sustained.

The State Board approved Latitude, but a question remains: was this the defeat it appeared to be?

Over months the coalition had developed a strong message, asking our elected officials to strengthen OUSD’s existing schools, not undermine them by adding another charter school, especially after a study earlier in the year found that charter schools are costing OUSD $57 million each year.

They also pointed out the weaknesses of the charter’s petition, including the charter organization’s failure to enroll African-American students at comparable rates to the District, their system-wide failure to serve the highest-needs Special Education students, and troubling academic and financial trends inside Education for Change’s schools.

The organizing was successful in convincing both OUSD and the county board of education to reject the petition.

After being denied by the District and County boards, the charter organization appealed to the appointed, not elected, State Board of Education.  As people gathered for the hearing Gema Quetzal, a OUSD student board director said, “I was shocked at how many people showed up—how much our community cared. There were not only people from District 5, but Life Academy and Castlemont, as well as parents and elders.”

Students implored the State Board to vote no, explaining that Latitude would be opened at their school’s expense.

Juan Matias Pablo, an 11th grader at Fremont High born in Guatemala said, “I love Fremont High, it’s like a second family to me. I learned English at Fremont. If Latitude is approved, it will mean cuts to Fremont. Programs like the one where I learned English might be cut.”

Renee Swayne, a retired teacher, observed, “The students were extremely articulate. They were committed and informed. They made everyone proud.”

The vote, as expected, was in favor of Latitude 7-1-1.  Expected because the State Board of Education has a history of Continue reading: Fight Continues Against New Charter Schools in Oakland - Oakland Post

Betsy DeVos Orders Flat Earth Disks In Every Classroom | Andrew Hall

Betsy DeVos Orders Flat Earth Disks In Every Classroom | Andrew Hall

Betsy DeVos Orders Flat Earth Disks In Every Classroom

The Earth is a pancake. Hell is the griddle! Jesus loves flapjacks!

Secretary of Education Betsy DeVos is using federal funds to ensure discs depicting a flat Earth is in every classroom in the United States of America.

“We need to teach the controversy,” Ms. DeVos stated. “Students have the right to know every theory, not just the propaganda from the round earthers.”

The Education Secretary reassured her fiscally conservative constituents by stating the money funding flat earth discs is being taken from school lunch programs. Students will no longer be enjoying Taco Tuesday. Rather, they will be subjected to Mystery Meat Monday and Dry Wall Wednesday.

Flat Earthers are celebrating this win over logic and reason. Even some religiously minded round earthers are thinking this is a win for religious freedom. After all,  doesn’t the Bible say the Earth is flat? Some bright eyed religious optimists are even hoping to roll back the germ theory of disease and bring back the demonic possession theory of illness.

Are real witch hunts (as against to what President Trump calls legitimate legal proceedings) far away?

Students are getting ready just in case they have to identify witches in schools who are poisoning wells, spoiling milk, and making fart noises during Algebra.

”Rachel Cohen is a Jew. That may not make her a witch, but it doesn’t help,” one anonymous seventh-grader said. “I’m hoping to see her third nipple that she uses to suckle her demon familiar during gym class. And then I’m putting it on Instagram.”

In related news, Instagram’s new Third Nipple Filter is incredibly popular.

---

Andrew Hall is the author of Laughing in Disbelief. Besides writing a blog, co-hosting the Naked Diner, he wrote two books, Vampires, Lovers, and Other Strangers and God’s Diary: January 2017 Andrew is reading through the Bible and making videos about his journey on YouTube. He is a talented stand-up comedian. You can find him on Twitter, Instagram, and Facebook.

Betsy DeVos Orders Flat Earth Disks In Every Classroom | Andrew Hall