Across the political spectrum, Americans are recognizing the importance not just of school choice but of what students actually learn in schools. Elected representatives have finally taken notice as well. In Michigan, the state legislature has proposed two bills that seek to address how American history and civics are taught.
Unfortunately, some want teachers to tell students that they should understand American history primarily by looking for racism, injustice, and oppression. The phrase “critical race theory” (CRT) has been used mainly in academia to describe this filter on history and civic instruction.
Integrating activism in the K-12 classroom is the trickle-down of liberal bias in higher education. The results are seen as educators mirror anti-racist trainings and social justice workshops, which evolved from college campuses.
For instance, University of California, Los Angeles’ Teacher Education Program (TEP), trains “social justice educators” and follows an “anti-racist and social justice agenda.”
It’s no secret that the far left has infiltrated higher education with its radical ideas. But now, woke ideology has come for K-12 classrooms across the country.
“As parents, we send our kids to school to learn to think critically, to figure out how to solve problems, and to respectfully discuss and resolve differences of opinion,” Ashley Jacobs, executive director of Parents Unite, said Friday during the new organization’s first conference.
“But,” Jacobs said, “our educational systems are not enabling these skills, and in some cases, [they are] stifling them.”
A Washington state school allegedly required teachers to complete a training where teachers discussed their privilege based on particular attributes, according to an anonymous teacher.
One exercise in the Tumwater, Washington, school district’s “privilege” training included “The Privilege Pie,” where participants were told to color in sections prevalent to them, the teacher told advocacy group Parents Defending Education. The privileged identities included being white, a cisgender male, having an upper/middle class social status, Christian beliefs and a heterosexual sexual orientation.
Back to school stories this year will focus, naturally, on the Covid-19 pandemic’s toll on students and families and on remedying these difficulties.
But another story is being shortchanged: it’s about how parents sought new options for their children like homeschooling, small learning pods, and micro-schools, with civic entrepreneurs and their partners creating new organizations or expanding existing ones to meet this demand.
As the controversy over Critical Race Theory rages across the country, several prominent teacher preparation programs are training future teachers to use Critical Race Theory in the classroom. Several of the nation’s largest teacher preparation programs are training future teachers to use Critical Race Theory in the classroom.
Campus Reform reviewed course descriptions for upcoming classes in college teacher training programs at several major universities. Many intentionally prepare students to use progressive ideology in their own classrooms. Several use Critical Race Theory and social justice as a starting point for learning how to teach.
Among those courses are the University of North Carolina education department’s class, “”Critical Race Theory: History, Research, and Practice.” The course will cover how Critical Race Theory connects to “LatCrit Theory, AsianCrit, QueerCrit, TribalCrit, and Critical Race Feminism,” those terms being more recent areas of study that draw heavily from Critical Race Theory.
It has been determined that one of the studies used by the Centers for Disease Control (CDC) to justify the strict new mask mandates was not only rejected by peer review, but was also based on a vaccine that is currently not authorized for use in the United States, the Daily Caller reports.
The controversial study came from India, where scientists there studied “breakthrough infections” in over 100 healthcare workers who had received a vaccine but still caught the coronavirus, determining that the COVID-19 India variant, also known as the “Delta” variant, produces a higher viral load than other strains of the coronavirus. This was one of the pieces of evidence used by the CDC to claim that even vaccinated individuals should wear masks, since the India variant is allegedly capable of being transmitted by vaccinated individuals to unvaccinated individuals.
Despite admitting that the study in question involved a vaccine that has not been approved in the United States, the CDC’s report said that such studies “have noted relatively high viral loads and larger cluster sizes associated with infections with Delta, regardless of vaccination status. These early data suggest that breakthrough Delta infections are transmissible.”
On July 19, Hillsdale College released the 1776 Curriculum, a package of American history and civics materials for students in kindergarten through 12th grade. The curriculum offers students and teachers a more traditional and patriotic approach to American history than the critical alternatives now prevalent in the nation’s primary and secondary schools.
At nearly 2,500 pages, the 1776 Curriculum is a mammoth collection of teaching materials, offering grade-specific guidance for teachers, assignments and exams for students, and a trove of primary sources from the American founding and beyond. In a press release, Hillsdale’s assistant provost for K-12 education Dr. Katherine O’Toole contrasted what she described as Hillsdale’s “truly American” curriculum with its “partisan” competitors.
“Our curriculum was created by teachers and professors – not activists, not journalists, not bureaucrats,” O’Toole said. “It comes from years of studying America, its history, and its founding principles, not some slap-dash journalistic scheme to achieve a partisan political end through students. It is a truly American education.”
Our K-12 schools are organized more like a swim meet than a swim lesson. The emphasis is on student placement results rather than on ensuring all students learn. Students move on to the next lesson, concept, or skill regardless of whether mastery was achieved at the previous level.
Donald P. Nielsen explains this analogy in Every School: One Citizen’s Guide to Transforming Education:
In a swimming meet, the purpose is to determine who is the fastest swimmer. In public schools we spend a lot of time grading students on what they have learned and then ranking them, rather than ensuring that every child has learned. What we need, however, is a public school system that is organized like a swimming lesson. In a swimming lesson, the instructor’s goal is different. The goal is to make sure all students, even the slowest, learn how to swim. Swimming meets can be a result of swimming lessons, and grading can be a result of learning, but ranking students by ability should not be the primary goal of teachers or of the system as a whole.
In swimming, as in any other athletic or artistic endeavor, classes are grouped based upon the current achievement level of the students, not based on age. A swimming coach would never consider putting advanced swimmers and beginning swimmers in the same class, even if they were of the same age. Similarly, a music teacher would not put an advanced piano player in a class with beginners…. Age is not a relevant factor in either swimming or piano lessons, but it is the overriding factor in our schools. No other major learning activity is strictly age-based. Our schools shouldn’t be either.
American public education is so hard to reform because of its great size. The economy of K-12 education here is bigger than some countries, and we’re not talking rinky-dink countries either.
“Federal, state, and local governments spend $720.9 billion, or $14,840 per pupil, to fund K-12 public education,” reports the website Education Data.
By contrast, the annual gross domestic product of oil giant Saudi Arabia in 2017 was only $687 billion, according to World Bank statistics. That same year, Switzerland, with its banks, watches, cheese, and army knives, raked in only $679 billion.
A Trump administration commission tasked with promoting “patriotic education” is calling on the Biden administration to withdraw a proposal to fund history and civics programs informed by critical race theory (CRT).
The 1776 Commission met in D.C. Monday despite being disbanded by President Biden on his first day in office. It published its final report just two days before the presidential transfer of power.
The proposed federal rule would prioritize funding for history and civics curricula that consider “systemic marginalization, biases, inequities, and discriminatory policy and practice in American history” and incorporate “racially, ethnically, culturally, and linguistically diverse perspectives.” It favorably cites Boston University professor Ibram Kendi, the foremost popularizer of “anti-racism,” and the New York Times’ 1619 Project.
The coronavirus has thrown our entire society in disarray, and no less poignant an example exists than our K-12 public schools. The closure of schools across the country has stopped the normal learning process dead in its tracks. In a valiant attempt to continue, many districts have sought to leverage long distance learning. Unfortunately, weaknesses in the law, technological infrastructure, and teacher preparation, as well as inequities among students, are barriers to success. For example, the Michigan Department of Education has announced that under the law, virtual learning will not count for funding purposes as “seat time.”
The nation’s average C grade on education hasn’t changed since 1997, when the annual assessment of the nation’s K-12 education system was first created by Education Week’s annual Quality Counts report.