The mission of the Textbook Accuracy Society is to provide school districts, teachers, parents, and students material which balances the bias in their textbook.  It's as easy as clicking on a picture of your public school textbook, then downloading the supplements which balance the bias in that text.  At the start of the school year students can simply print off these modules, staple them together, and stick them in their school textbook for use as a supplement.  This year, the focus is on life science.

Only a handful of public school textbook publishers dominate the market, and their materials tend to reflect biases that are in vogue in elitist educational circles of the day rather than an accurate and even-handed look at certain critical subjects.   For example, the massive growth in the size and scope of the Federal government in the last century is invariably viewed favorably in textbooks that reflect Federal "education standards".   While it  is hardly surprising that textbooks meeting federal education standards paint a rosy picture of the growth of the federal government, the potential for bias is strong when government personnel get to "write their own reviews" in public school social studies textbooks.

Science is another example where consistent bias- to the extent that it affects accuracy- in textbooks is evident.  Once again the tilt is toward views that tend to justify even more power to those in government.  In science for example, it can be difficult to find texts which give the evidence for both sides a fair hearing on the issues of evolution and global warming.   

Why should this be so?  Consider evolution: The view that man is simply the result of chance evolutionary events gives government moral permission to attempt to mold and shape its' citizens to some desired outcome of those in authority.  Other views of man, such as the classical position that he is a created being in the image of God with certain Creator-granted rights, set limits on the amount of meddling the state can do to the human psyche.    Those in power might find this view inconvenient to their goals, thus it is not surprising that the bias of public school textbooks is to discuss the evidence favoring macro-evolution, but not that opposing it.

In the same way that evolution can give those in power a justification to concoct grand designs to shape their neighbor's form and mind, global warming can give them a justification for grand designs for their neighbor's property, industry, and habits.  So it is once again not surprising that a balanced view of the evidence must come from outside the central authorities. 

We invite you to find the text book being used in your school and download our materials which critique it in certain key areas.  The bias has gone so far that in many cases school personnel may have trouble understanding that there is even an issue.  They may not "get it" that there is evidence supporting conclusions other than the ones they are paid to hammer into our youth.  Regardless if this material is downloaded with the encouragement of your district or not, it is important that it be done.  Realizing that there is more than one side, and evaluating the evidence from both sides, is the difference between education and indoctrination.