K-12 GATE Programs: MK Ultra

Cause Before Symptom - With Your Host James Carner

K-12 GATE Programs: MK Ultra

GATE (Gifted and Talented Education) programs are designed to provide educational opportunities for students who demonstrate exceptional abilities in areas such as intellectual, creative, artistic, or leadership capacities. These programs often involve specialized curricula, accelerated learning, and enrichment activities.  

Historical Context

The roots of GATE programs can be traced back to the early 20th century when psychologists like Lewis Terman began studying gifted children and advocating for their education. However, it wasn't until the mid-20th century that GATE programs started to gain widespread recognition and implementation in schools.  

* Early 20th Century: Studies by psychologists like Terman and Hollingworth began to highlight the unique needs and potential of gifted children.  
* Mid-20th Century: The post-Sputnik era in the United States saw a surge of interest in identifying and nurturing gifted students as a means of maintaining scientific and technological competitiveness.
* Late 20th Century: The Jacob Javits Gifted and Talented Students Education Act of 1988 provided federal funding to support GATE programs across the country.   


Key Components of GATE Programs

While the specific components of GATE programs can vary, they often include:

* Identification: Students are typically identified through a combination of standardized tests, teacher nominations, and other assessments.  
* Acceleration: Gifted students may be advanced to higher grade levels or allowed to take college courses while still in high school.  
* Enrichment: This involves providing students with opportunities to explore topics in greater depth, engage in independent study, or participate in extracurricular activities.  
* Differentiation: GATE programs often incorporate differentiated instruction to meet the unique needs and interests of gifted students.   

Challenges and Criticisms
Despite their benefits, GATE programs have also faced criticism. Some argue that they can be elitist, excluding students from diverse backgrounds. Others question whether they are truly effective in meeting the needs of all gifted students.  

Current Trends

In recent years, there has been a growing emphasis on providing differentiated instruction for all students, rather than relying solely on specialized GATE programs. However, many schools continue to offer GATE programs as a way to provide additional support and opportunities for high-achieving students.

Note: The specific history and implementation of GATE programs may vary depending on the location and school district. It's recommended to consult local educational resources for more detailed information.

The concept of providing specialized education for gifted students can be traced back to the early 20th
century.Psychologists like Lewis Terman and Leta Hollingworth conducted pioneering research on gifted children and advocated for their education. Their work helped to lay the foundation for the development of GATE programs.

However, it was the post-Sputnik era in the United States (mid-20th century) that saw a significant increase in interest and investment in gifted education. The launch of the Soviet satellite Sputnik in 1957 sparked concerns about the nation's educational system and led to a renewed focus on identifying and nurturing talented students.

While there is no single individual who can be credited with starting GATE programs in their modern form, the work of these early researchers and educators played a crucial role in shaping their development.

Lewis Terman is often credited with collecting some of the earliest and most influential data on gifted children. His longitudinal study, known as the Terman Study of Gifted Children, began in 1921 and followed a group of gifted children into adulthood. This study provided valuable insights into the development, characteristics, and outcomes of gifted individuals.

Other researchers, such as Leta Hollingworth, also contributed to the growing body of knowledge about giftedness through their own studies and observations.

While Terman's study is one of the most well-known, it's important to note that data collection and research on giftedness has continued over the years. Many subsequent studies have expanded upon and refined the understanding of gifted individuals and their educational needs.

The Lewis Terman study is a genetic study of gifted children that continues to this day, supported by Stanford University. The study began with Stanford psychologist Lewis Terman, who studied hundreds of gifted children and called them "Termites". The study is still ongoing, with about 200 of the original "Termites" still alive and returning questionnaires to Stanford.

Terman was obsessed with intelligence. He had deep sympathy for the gifted, identifying with their yearnings and frustrations. This likely traced back to his childhood in rural Indiana, where he was the 12th of 14 kids in a prosperous farming family. Born in 1877, little red-haired Lewis preferred intellectual games and reading over sports or outdoor play and felt physically outclassed by his playmates, according to biographer Henry Minton. Back then, few farm kids stayed in school past eighth grade, but Terman was "fiercely ambitious for more education," as Sears, the study's second director, wrote in a biographical sketch. That drive, fueled by timely loans from his family, took Terman first to the local teachers' college, then to Indiana University and finally to Clark University in Massachusetts, a topflight school for psychology research. There, he completed a PhD dissertation comparing mental and physical abilities of smart and dull children. At the time, psychology had just established itself as a separate discipline from philosophy and was still seeking its course and methods.

Suffering from recurring tuberculosis, he moved in 1905 to the more equable climate of Southern California with his wife, Anna, and their two small children, Fred and Helen. For the next five "fallow years," as he described them, Terman worked as a high school principal and then as a professor of pedagogy at a teachers' college. In 1910, Stanford offered him a job in its fledgling department of education. He later moved to the psychology department, which he chaired for 20 years.

In 1916, Terman sprang his test on America. He released The Measurement of Intelligence, a book that was half instruction manual and IQ test, half manifesto for universal testing. His little exam, which a child could complete in a mere 50 minutes, was about to revolutionize what students learned and how they thought of themselves.

Few American children have passed through the school system in the last 80 years without taking the Stanford-Binet or one of its competitors. Terman's test gave U.S. educators the first simple, quick, cheap and seemingly objective way to "track" students, or assign them to different course sequences according to their ability. The following year, when the United States entered World War I, Terman helped design tests to screen Army recruits. More than 1.7 million draftees took his tests, broadening public acceptance of widespread IQ testing.

Using the Stanford-Binet and other tools, his assistants scoured elementary schools in Los Angeles, San Francisco and the East Bay, identifying a core group of 643 children with IQs of 135 or higher. Terman also enrolled subjects from earlier studies, along with hundreds of young people identified by volunteer testers or recommended by principals. He included the siblings of many participants, and even signed up his son and daughter.

By 1928, Terman had 1,528 subjects between the ages of 3 and 28. As a group, they were overwhelmingly white, urban and middle class. Nearly all lived in California. The gender imbalance—856 boys, 672 girls—puzzled Terman for the rest of his life (were boys smarter, or were teachers more likely to recommend them?). The group was lopsided in other ways as well: there were only two African-Americans, six Japanese-Americans and one American Indian.

Terman pledged not to release their names, and most never publicly declared their participation. Nonetheless, about 30 names have come out over the years—including several Termites whose involvement was announced only in their obituaries. The group included some prominent figures, like physiologist Ancel Keys, who discovered the link between cholesterol and heart disease; physicist Norris Bradbury, former director of the Los Alamos National Laboratory; Life journalist Shelley Smith Mydans, '36; and Hollywood big shots Edward Dmytryk and Jess Oppenheimer (see sidebar). We also know that two children who were tested but didn't make the cut—William Shockley and Luis Alvarez—went on to win the Nobel Prize in Physics. According to Hastorf, none of the Terman kids ever won a Nobel or Pulitzer.

He established the fact that bright people are normal people. The study was supposed to end there. But to Terman, his children were like characters in a novel whose gripping first chapter he had just read. Enthralled, he decided to follow them as their lives and careers developed. And they obliged with a surprising amount of cooperation, filling out questionnaires about their sex lives and political attitudes, their earnings and religious beliefs, their physical and mental health, their satisfaction with life and marriage. Every five to 10 years, a new survey dropped into their mailboxes. The project inspired such loyalty that most Termites stayed in touch even under trying circumstances. Surveys sent out in 1945, for example, came back from servicemen around the world, including several who filled them out in foxholes at the front.

On the other hand, as biographer Minton points out, the very qualities that made Terman a groundbreaking scientist—his zeal, his confidence—also made him dogmatic, unwilling to accept criticism or to scrutinize his hereditarian views. A similar paradox existed in his social agenda. Terman was a visionary whose disturbing eugenic positions and loving treatment of the gifted grew out of the same dream for an American meritocracy.

In other words, intelligence alone doesn't guarantee achievement. But then, you don't have to be a genius to figure that out. Robert Richardson Sears took over the Terman Study of Gifted Children after the death of Lewis Terman. Sears continued the study, conducting follow-ups in 1972, 1977, 1982, and 1986. Robert Richardson Sears was the last primary investigator of the Terman Study of Gifted Children. The study was formally concluded with his involvement. There was no official "takeover" after Sears' work. However, researchers have continued to analyze and draw insights from the data collected in the study, contributing to the ongoing understanding of giftedness and its implications.

After Robert, these research teams continued the tests.

* NWEA: The Northwest Evaluation Association offers a variety of assessments, including the MAP (Measures of Academic Performance) test, which is often used in GATE identification and placement.
* CogAT: The Cognitive Abilities Test is another popular option for identifying gifted and talented students. It's often used in conjunction with other assessments.
* Duke University Talent Identification Program (TIP): While TIP primarily offers a comprehensive gifted and talented program, they also administer the Duke Talent Identification Program Test (DTIP) to identify students with exceptional abilities. The Duke TIP program permanently ended in 2020 because of the COVID-19 pandemic. Talent Identification Program at Duke University.

NWEA still uses the GATE program but is heavily invested in security and encryption. The NWEA platform provides password-protected access to educational assessments for teachers and administrators, and for students. Their MAP program is a personalized assessment that measures achievement and growth in math, reading, language usage, and science. Houghton Mifflin Harcourt (HMH) owns NWEA, a company that provides online educational assessments and related services for K-12 teachers. Houghton Mifflin Harcourt is a publisher of textbooks, assessments, instructional technology materials, and reference works. Houghton Mifflin Harcourt Company (/ˈhoʊtən/;[9] HOH-tən; HMH) is an American publisher of textbooks, instructional technology materials, assessments, and reference works. The company is based in the Boston Financial District. It was formerly known as Houghton Mifflin Company, but it changed its name following the 2007 acquisition of Harcourt Publishing.[10] Prior to March 2010, it was a subsidiary of Education Media and Publishing Group Limited, an Irish-owned holding company registered in the Cayman Islands and formerly known as Riverdeep. In 2022, it was acquired by Veritas Capital, a New York-based private-equity firm. Caymen islands? What are they hiding?

CogAT is ran by Riverside Assessments, LLC, which is a portfolio company of Alpine Investors, a private equity firm. The Aperture team has developed the DESSA suite of assessments to meet the needs of students and educators.

Excessive fees 

In 2019, the Financial Industry Regulatory Authority (FINRA) alleged that Alpine charged customers excessive fees without proper notice and misused funds. Alpine denied the allegations, but was fined, banned, and issued a cease-and-desist order. Alpine appealed to FINRA's appellate council and then filed a federal lawsuit against the regulator. 

Suspicious activity reports

The U.S. Securities and Exchange Commission (SEC) sued Alpine Securities Corporation for repeatedly filing deficient suspicious activity reports (SARs) between 2011 and 2015. 

Constitutionality of FINRA

In February 2023, Alpine Securities Corp. filed a lawsuit challenging the constitutionality of FINRA. Alpine alleged that the SEC's partnership with FINRA violated the private nondelegation doctrine. 

But in the 80’s and 90’s, the trail goes cold. The GATE program became compartmentalized. On the surface, the GATE program was pitched as an enrichment program for gifted kids, but it appears, in reality, it was some sort of surveillance program run by some shadowy intel operation, tied into the domestic surveillance program discussed here. There are indications it may have been searching for high IQ kids for psychic abilities (implying the government/Cabal believed it might find some), cataloging the physical characteristics of such kids, identifying potentially troublesome or manipulatable individuals, and performing psychological modifications. There is a reddit group where the public started digging and found uncovered a lot of information.

What They Test For

These are common characteristics of children involved in GATE/TAG, and of the program itself.

Common Physical Characteristics
-Blue eyes
-Forehead scar(s)
-Occipital bun (a.k.a “math bump”)

Psychological Characteristics
-High IQ
-Interest in /x/ phenomena
-INTJ
-Intuitive
-Memory loss, particularly of GATE/TAG program details
-Migraines
-Moral intensity/strong sense of justice
-Premonitions/prophetic dreams

Life History
-Birth complications (e.g. premature, not breathing)
-Firstborn son
-Early speech therapy
-Near death experiences, especially drowning
-Leniency from authority figures
-Late teens/early twenties heavy drug use
-Jewish art student girlfriend(s)
-Tendency toward being followed, abducted, tracked, or gangstalked

GATE/TAG Program Characteristics
-Tavistock Institute oversight
-Rooms were windowless or windows were covered
-Hearing tests
-Problem solving tests
-Zener card ESP tests
-Administered special juice, especially banana flavored

Psychic testing was performed, sometimes with a covert, or duplicitous aspect. – In one case of a victim he writes, “a teacher lied, and told them the testing was a favor he was doing for a friend at a nearby university. He said that we all knew psychic abilities were fake and nobody had them, but his friend needed data for a study he was doing as part of a thesis to prove it, so we would take the Zenner Card Test he was about to give us so his friend would have the hard data to complete his thesis and prove it was fake. Of course now even Redditors find that the tests were being given nationally to all gifted kids, and they were lying to us about why we were being given them.

Extensive testing of physical and sensory capabilities, using complex, purpose-built testing equipment which was brought in, in custom-fitted hard cases. One user account says, “My GATE class was given tests of peripheral vision with helmets we donned which would move an object into our peripheral vision as we focused on a dot directly straight ahead, and we would say when we first saw the object enter our peripheral vision, yielding a precise angular measurement relative to the forward axis of our eyeball. Headphones and buttons to press were used to test exactly what range of tones we could hear in each ear, from high to low. Reactions times were tested, based on hearing tones and pressing the button, as well as seeing a light flash and pressing the button.”

He continues, “Our parents were never told of these tests, they were derided to us as just meaningless data points of a small study being done somewhere else, of no significance. In my school, only the GATE kids got the testing. Obviously the results went in our surveillance files, as the enemy amassed its data files on the unwitting prey which it apparently viewed as the greatest potential enemy of the powers that be. I have no doubt every kid in the GATE program who is not a plant from the surveillance, gets life-long in-person surveillance themselves.”

There were more questions to the children that were unpleasant. According to another case, the victim reported, “The GooglePlex Kid – A conceptualization test in which one of the kids in the GATE class whose parents were in the surveillance network, a plant, is assigned to excitedly present the concept of the number googolplex to fellow students, as a psychological test of susceptibility to peer pressure and mathematical ability. See the link for more.

Porn Exposure – This test was to see their exposure to porn, from neighbor’s parents, friends, or pornographic magazines left in areas of the woods where the target frequented. These will mostly be accounts from the pre-internet era. The techniques may still be used through some sort of manipulation guiding internet activity, or perhaps the ever-presence of porn has rendered this aspect of the operation moot. It is interesting from the perspective of understanding the degree to which they attempted to intervene in children’s lives and mold their brains, and not for their benefit. And it also begs the question of whether some targets were exposed to more aggressive cognitive stimuli,  from molestation to hardcore drugs, to better derail their development and diminish their focus. This is to see if they are programmable via early sexualization of the young”.

The Time-Waster – In later years after the program, they send agents or people who appear in your life, you click with them, they need help with things, and you are happy to give of your time and effort to help them. In many cases, they eventually disappear, and in retrospect, you may realize little pieces of their stories do not make sense, and they were not what they seemed as they drained your time and energy, and gathered info about you. They may disappear in the middle of the relationship, “moving away” (possible deployment to some other operation), only to return months later, saying things where they moved did not work out for some reason. They may ask you for favors consistent with supporting surveillance activity, such as saying a girlfriend appears to be cheating, and ask you to drive them around to follow her so they can see, without her seeing a car she know following her. You may notice they seem to know others who show up in your sphere around when they do, or they are unusually familiar with them, but you never get a concrete story about how they all know each other or even if they do. They will likely have another life with friends or a significant others they keep you walled off from, you never meet anyone they know, and if you meet any family, it may be one person (possibly fake), with a story of a fractured family. Probably no siblings or others for you to meet, since everything you see with them may be fake to keep their real identity from you, and it needs to be constructed, and manned with people in the network.”

Many people are now coming forward on social media exposing this dark program. The common answers they give are listening to sounds and then afterward, not remember a thing. Many say they watched their friend go to the sessions and come back different. In most cases, worse off than they were before. Some whistleblowers have reported being whisked off into underground tunnels and other nefarious activities were performed.

On the surface, GATE programs are a form of support. GATE programs are needs-based. The tools that psychologists and gifted educators use merely determine if the student has atypical needs. If they do have exceptionally high abilities, the school will help address those needs through advanced challenges and the opportunities for divergent thinking, which these students need to thrive.

Qualifying for a GATE program isn’t the same as making honor role. It’s simply acknowledging that the student needs accommodations to flourish; just like a student with autism, ADHD or other type of learning difference.

And why would you congratulate someone for that? As one of my Instagram followers wonderfully pointed out, “It’s like congratulating someone for their height.”

Yes, each type of neurodiversity comes with strengths and super powers – and thank goodness more people are starting to realize that! However, congratulating a student (or parent) when the child qualifies for gifted accommodations isn’t appropriate. It perpetuates myths about giftedness, turning a service for a special need into something that feels like a competition. And GATE programs should never contribute to that. But that is what the parents are told.

Deeper, there was a sinister plot to find eugenic dna of white psychic kids for military warfare. In the late 90’s, they only focused on white kids. “GATE programs were operated in approximately 800 school districts located in all 58 counties in California,” from a bill AB 2491 designed by Bob Blumenfield. His analysis states. “There are over 480,000 public school students that have been identified as gifted and talented in the state.” The purpose of the bill was GATE were attacked by the affirmative action for selecting white kids instead of black. Assemblyman Bob Blumenfield, D-Los Angeles, and the author of the bill, said that “children of color” are not fairly represented in GATE programs across the state. Blumenfield and supporters must assume that “children of color” are not capable of testing into the GATE program, and need the assistance of another affirmative action program. However, Proposition 209, passed in 1996 by the voters of California, amended the California Constitution to prohibit public institutions from discriminating on the basis of race, sex or ethnicity. GATE continued, however until 2016 it was no longer considered a categorical program and all funding of it was sent to the local control funding formula since the passage of the 2013–14 Budget Act.

According to other witnesses, they were placed in rooms with crayons, pencils and toothpics and were told to create a car or an island with social and government programs. Most kids said it was poorly ran and a complete waste of time. The GATE program had nothing to do with academic excellence. It was an offshoot of the CIAs MK Ultra program, run by both the CIA and aerospace/defense contractors to scout for children that possessed a certain aptitude for speed reading, hearing parameters, and artistic potential.
According to a victim, “I was tested in all of these parameters. Whatever scores I got were never shared with me - but I was routinely taken off school grounds on weird field trips I barely remember. This is going to sound crazy but this was when the CIA and the Pentagon first started their Stargate and remote viewing programs. This is a rabbit hole I’ve just started to explore but in recent months I’ve stumbled upon a lot of credible sources pointing this out. Regardless of what you believe - the CIA did take this stuff seriously and still do if you look at the recent whistleblower testimony from Luis Elizondo.”

Luis Elizondo is a media personality and author formerly employed by United States Army Counterintelligence and the Office of the Under Secretary of Defense for Intelligence. According to Elizondo, he was director of the now defunct Advanced Aerospace Threat Identification Program (AATIP), which was associated with the Pentagon UFO videos. Elizondo's statements about his Pentagon role with AATIP have been contested by Pentagon officials. Since 2017, he has claimed there is a government conspiracy to suppress evidence that UFOs are of extraterrestrial origin. He also has disclosed that the GATE program was indeed an ofshoot of MKUltra.

A book was written that segways the GATE project with schools and the left right paradigm of politics. They believe that part of the experiment was also engaged in studying children between the r/K selection theory of evolution roots for political ideologies. Where they could predict how a child would later vote by studying their characteristics and home life.

In a book called The Evolutionary Psychology Behind Politics: How Conservatism and Liberalism Evolved Within Humans, by an anonymous conservative.

The sources present a theory about the evolutionary roots of political ideology. The author argues that political ideologies are rooted in r/K selection theory, which explains how organisms adapt their reproductive strategies based on environmental pressures. The theory claims that conservatives represent a K-selected strategy, favoring competition, monogamy, and high-investment parenting, while liberals are r-selected, emphasizing anti-competitiveness, promiscuity, and lower investment parenting. The author examines a range of scientific evidence, including brain structure, gene studies, and historical events, to support his claims. He also explores how early childhood experiences and cultural factors can influence the development of these ideological tendencies. Overall, the sources propose a biologically grounded explanation for the seemingly irreconcilable differences between conservatives and liberals.

The Core Argument

The book argues that political ideologies, specifically liberalism and conservatism, are rooted in evolved psychological adaptations known as r/K selection theory.

1. r/K Selection Theory:

* r-strategy: Adapted to environments with abundant resources, favoring rapid reproduction and low parental investment. Characteristics include:
* Promiscuity
* Single-parent child-rearing
* Early sexual maturation
* Conflict aversion
* Lack of strong in-group loyalty
* K-strategy: Adapted to environments with scarce resources, favoring high parental investment and competitive offspring. Characteristics include:
* Monogamy
* Two-parent child-rearing
* Later sexual maturation
* Competitiveness
* Strong in-group loyalty

2. Political Ideology and r/K Theory:

* The author posits that liberalism aligns with the r-strategy and conservatism aligns with the K-strategy.
* They argue that different brain structures, particularly the amygdala, and neurochemical responses (dopamine, oxytocin) contribute to these differing psychologies.
* For example: "r-strategists are about exploiting the bloom now, while it lasts, however best they can, with little regard for later, and little regard for their offspring, others, or even themselves."
* "That K-strategist who seizes hedonistic bliss now, at the expense of his group and his preparations for later, will find himself eventually culled from the population..."

3. Societal Implications:

* The book examines historical and societal events (e.g., the Renaissance, Nazism, the counter-culture movement) through the lens of r/K selection theory.
* It suggests that societal shifts towards r-strategies occur during periods of resource abundance (e.g., Roman Empire, modern welfare states).
* The author argues that r-strategies are ultimately unsustainable and lead to societal decline.

4. Key Quotes:

* "Humans are unique, in that we may process complex information, draw conclusions from that information, and then choose to change who we are. In so doing, we can actually consciously alter the very neurobiological structures which make us what we are."
* "In short, I would view the willingness to accept defeat, based on honor, not as altruism for a group, but as a “fitness trait,” designed to produce individuals who are capable of destroying any other individual who does not carry the trait."
* "If K-selected civilizations are to intellectually plot a means by which to promote the advantage held by their K-selected trait within the species, it may pay to adapt to this dichotomy, by simply seeking the eradication of the r-selected enemy, regardless of any instinctual K-type assessment of a method's propriety or decency."
* "Applying K-behavioral urges to the r-strategist, such as treating him with decency, not aggravating his neuroses, or ceding to his demands for polity and comity, is to cede victory to him without ever raising a hand."

5. Critique and Further Research:

* While the book offers a compelling and provocative framework, it is important to note that the application of r/K selection theory to human psychology and political ideology is controversial and requires further research.
* The book relies heavily on generalizations and anecdotal evidence.
* The author's strong biases and prescriptive conclusions about how K-strategists should treat r-strategists raise ethical concerns and should be critically examined.

6. Conclusion:

"The Evolutionary Psychology Behind Politics" presents a thought-provoking, albeit controversial, perspective on the biological roots of political ideology. While further research is needed to validate its claims, the book offers valuable insights into human behavior and the dynamics of political conflict.

It seems this program was used in schools until the internet started. This became the tool for the MK Ultra handlers to find candidates and evaluate children. It’s cheaper and more accurate thanks to algorithms that can find out details about a person through their online activities and social profiles.

What started off as an innocent looking program in the early 20th century to actually help children, turned into a recruiting and psychological evaluation for evil purposes. It turns out that none of the children in the program ever achieved more or less from the experience and are just typical human beings. They were not gifted nor talented, but tested to see if they could be mind controlled. My guess is political and military applications for nefarious purposes.

sources

Gemini AI

https://stanfordmag.org/contents/the-vexing-legacy-of-lewis-terman

https://www.anonymousconservative.com/blog/gate-general-an-analysis-of-the-oddities-of-the-gifted-and-talented-enrichment-program/

https://calwatchdog.com/2012/05/04/affirmative-action-attacks-gate-school-program/

https://www.cde.ca.gov/sp/gt/

https://www.reddit.com/r/Gifted/comments/17t4065/i_was_declared_gifted_in_elementary_school_and/

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

https://en.wikipedia.org/wiki/Houghton_Mifflin_Harcourt#:~:text=Houghton%20Mifflin%20Harcourt%20Company%20(%2Fˈ,%2C%20assessments%2C%20and%20reference%20works.