America’s athletes once again excelled at the 2024 Olympic games. Without the benefit of massive government-controlled sports programs enjoyed by many of their competitors, they proved their superiority while representing their homeland with sportsmanship and respect.
It’s not jingoistic to point out that America, in spite of some worrisome decline, is still number one in many other spheres. In terms of military might, industrial capacity, and technological innovation, we enjoy preeminence.
Yet our educational system, which in the long run may matter most, is below mediocre. We consistently score below average in math and literary achievement tests versus students from other developed countries.
Worse, we are producing graduates with scant knowledge of their own history, ignorant of the political and economic principles that created their privileged world. Many seem emotionally fragile, enthralled with identity politics and unable to tolerate those with opinions different from their own.
The reason for this is no mystery. American education policymaking is dominated by the federal Department of Education (DOE). The department was created by President Jimmy Carter in gratitude to the teachers’ unions for their support in the 1976 election. It has been the gift that keeps on giving as the DOE has faithfully represented the unions’ interests ever since.
Unfortunately, the union/DOE priorities are more directed to sweeping left-wing political agendas than the education of America’s school children. For example, Education Secretary Miguel Cardona enthusiastically supports radical gender ideology.
At this year’s “Trans Day of Visibility,” he advised children that choosing and changing their own gender is expressing the “gift to see things as they could be.” Our chief educator would better serve children by encouraging them to see things as they are and avoid life choices they may bitterly regret later.
Cardona also has strong feelings that teachers, not parents, should direct children’s education, even where values and morals are concerned. “Teachers know what is best for their kids because they work with them every day,” he assured us in a since deleted tweet.
The two largest teachers’ unions, the National Education Association (NEA) and the American Federation of Teachers (AFT), exposed their near total disregard for the educational progress of their charges during the recent Covid epidemic. They refused to provide in-person teaching long after the scientific evidence was clear that no harm came to children from school attendance.
AFT President Randi Weingarten, in her address at its recent annual conference, didn’t bother to address the enormous educational deficiencies caused by the lockout or exhort her members to focus on the needs of students struggling to catch up academically. Instead, she ranted hysterically about the “violence and fascism” looming if Trump were to win the presidential election. The main obstacle to educational success she perceived was those who question the resource materials that her unionized teachers select for their students of any age.
These unions’ all-purpose remedy for academic shortcomings is more funding. Yet decades of funding increases have produced no positive results.
For example, the Chicago Teachers Union, holding that testing is “junk science rooted in white supremacy,” argued against reopening schools on the grounds that resuming teaching was mere “sexism, racism and misogyny.” Instead, they demanded a $51,000 salary increase, 45 additional days off, and more annual LBGTQ training.
The result: the district now spends $29,028 per student, a 97 percent increase since 2012. Yet during that time, proficiency in math has dropped 78 percent from an already low level and reading proficiency has declined 63 percent. In other words, Chicago public school students are being sent into the world illiterate and mathematically incompetent. But their teachers are well paid.
America has no prospect of improving our educational system until the DOE and the unions are stripped of their influence. It won’t be easy. Realistically this is totally impossible under a Democrat administration, given the strong bonds between the unions and their captive party.
In its 60 plus years of existence, the DOE has failed to provide any academic benefits for our students. The consequences are now becoming apparent. Somehow, we must find the will to eliminate the Department and move forward.
It’s for the children. And the future of America.
Dr. Thomas Patterson, former Chairman of the Goldwater Institute, is a retired emergency physician. He served as an Arizona State senator for 10 years in the 1990s, and as Majority Leader from 93-96. He is the author of Arizona’s original charter schools bill.
You’ve seen “Black Women for Kamala” and even “White Dudes for Kamala,” but don’t expect to see “Parents for Kamala Harris and Tim Walz.”
Vice President Kamala Harris is squarely against parental control of what young children are taught about sex, gender and homosexuality in school. On Tuesday, she chose a running mate — Minnesota Gov. Tim Walz — a former schoolteacher who shares her extreme, anti-parent views.
Harris and Walz are out of line with what most Americans think. Not just Republicans; a majority of Hispanic and Black Democrats don’t want gender ideology in elementary school classrooms, according to Pew Research and You/Gov polls.
On July 25, Harris promised the American Federation of Teachers convention that she opposes the wave of state laws that bar preschool and elementary school teachers from indoctrinating children about sexual orientation and gender choices. Harris also opposes book bans, suggesting she’s OK with giving young children books that encourage them to question their own gender identity.
“We want to ban assault weapons. They want to ban books,” she railed. At issue are books for the youngest readers, like “I Am Jazz,” that tell little girls they can be boys, and little boys that they can be girls. Jazz “had a girl’s brain in a boy’s body. … Jazz was transgender.”
Parental rights and the innocence of young children are at stake in this election, warns Terry Schilling, president of the American Principles Project, which launched an $18 million ad campaign across seven swing states. Schilling calls Harris an “extremist.”
All people, regardless of their sexual orientation, deserve respect. But parents need the final say on what their children are taught.
Harris has a history of bashing lawmakers who side with parents. At a June 23, 2023, pride rally, she called them “extremists.”
Who’s extreme here? You decide.
An AFT report deplores a Henrico County, Virginia, parent for questioning the appropriateness of “I’m a Gay Wizard,” a book in the school library, which depicts two boy characters having oral sex.
Former President Donald Trump vows to cut federal funding for any school or program that tries to push gender ideology and other “inappropriate racial, sexual, or political content on our children.”
On June 18, Harris posted a picture of herself hugging a tall man in drag, dressed in a metallic bikini and stilettos, on Facebook, adding the message, “Our LGBTQI+ children should not fear who they are.”
Of course they shouldn’t. All children deserve respect.
But this battle isn’t about inclusion. Inclusion is a good thing. This is about indoctrination. According to the AFT, “Books that normalize sexual identity confusion can help young people realize that they are not alone in their struggle for identity clarity and confirmation.” What the AFT goes on to say is that “the lack of candid conversations in families” about “nonheterosexual identity development” must be offset by teachers bringing it up.
Sorry, most parents don’t want the AFT — or local school authorities — replacing family. Harris apparently does. So does her new running mate.
Minnesota parents who opposed “Call Me Max,” a book about a transgender boy, being read aloud in kindergarten asked why they should let a teacher plant seeds of doubt in their kindergarteners about their sexual identity. Several states have banned the book from classrooms, but amazingly, California’s state education department recommends it for kindergarteners, first graders and second graders.
On May 22, Walz signed a law barring parental groups from removing books or materials from Minnesota school libraries based on content, calling the parental efforts “regressive.” The bill mimics legislation already passed in California and other blue states that leaves educators, not families, in charge.
Walz also championed legislation to provide tampons in all boys’ bathrooms, in case a transgender needs one. That’s pushing an agenda.
Meanwhile, Harris mocks parents, exclaiming, “Book bans in this year of our Lord 2024.”
The choice in November is between California values — extremely liberal Harris values — or the values your family chooses.
Meanwhile, the real emergency in education is being ignored. Fewer than one-third of fourth graders are proficient in reading, and barely one-third are proficient in math.
Blame the AFT. Its website is all about immigration rights, transgender rights, banning firearms, and other political issues. Not a word about pedagogy — how to teach reading and math effectively.
After Walz’s selection Tuesday, both the AFT and National Education Association rushed to applaud the pick.
Parents: If you care about your children’s innocence and their future, don’t elect AFT toady Harris and her anti-parent running mate in November.
Betsy McCaughey is a contributor to The Daily Caller News Foundation and a former lieutenant governor of New York and chairman of the Committee to Reduce Infection Deaths. Follow her on Twitter @Betsy_McCaughey. To find out more about Betsy McCaughey and read features by other Creators Syndicate writers and cartoonists, visit the Creators Syndicate website at www.creators.com.
Right now, there’s a growing conflict between whether our schools should be focused primarily on academic instruction or social instruction.
Randi Weingarten, President of the American Federation of Teachers (AFT), stated recently that teachers must assume the role of “Social Justice Warriors” in classrooms across the country. The National Education Association (NEA), another very large teachers’ union, urged the U.S. Justice Department to label concerned parents as “Domestic Terrorists” in an attempt to silence their objections. It’s clear that these teachers’ unions simply want to dismiss parents as being unworthy of advocating for their own children.
But parents need to be involved in the education of their children now more than ever.
Just look at what’s going on with Arizona Superintendent of Public Instruction Kathy Hoffman. She was recently sued for advertising links to chat rooms where minors discuss sex and gender with adults present and without parents necessarily knowing.
Then, there’s Chandler Education Association Union President Katie Nash, who is on video at a Chandler Unified School District Board (CUSD) meeting actively promoting the teaching of White Supremacy Theory, the 1619 Project, and “Anti-Racism” programs typically derived from Critical Race Theory (CRT).
What does any of this have to do with academic instruction? Nothing.
But it’s being pushed in our schools, and while it can be tempting to blame teachers for this, we need to be careful. Most teachers should be considered as dedicated and trustworthy professionals. Instead, this is a failure of union leadership and their minions who have lost interest in academic education in favor of a growing obsession with political power. What has been the result? Declining academic scores across the country.
Of course, all of this is in direct contradiction with Arizona statute, which clearly defines these social activities as fundamental rights reserved to parents to be directed by them in the home. But these teachers’ unions don’t seem to care. They’d rather do whatever it takes to usurp these parental rights—even if it means lower academic scores.
Is Academic Proficiency Now a Secondary Consideration?
As social instruction grows, academic proficiency suffers. Consider a recent CUSD presentation of a “Portrait of a Learner” program, which described several social aspirations for students, yet somehow omitted any reference to academic proficiency. Shouldn’t we expect academics to be the primary focus of something that involves “Learning”? Either that, or you would think it would at least push students toward developing practical job skills training.
This continued lack of focus on academic proficiency is resulting in a continued decline in student test scores across the state. There does not seem to be any comprehensive plan to recover from this.
The most recent shiny new program is called the Whole Child Concept. But it appears to do nothing more than broaden the scope of the Social and Emotional Learning (SEL) programs already embedded in school curriculum.
Parent Flight
One of the unintended consequences of this movement to focus on social instruction is “Parent Flight” to other educational alternatives such as charter schools, private schools, and homeschooling. The recent expansion of the Empowerment Scholarship Account (ESA) program in Arizona now allows for parents to choose from these alternatives over unsatisfactory district schools.
But as you might expect, teachers’ unions and their political arm, RedforEd, vigorously oppose this legislative expansion, claiming that it defunds schools. But what they won’t tell you is that it clearly does not defund a student’s educational opportunities. Equally important, it enhances a parent’s choice as to where they believe their children would receive the best education.
The program has been so popular that parents already overwhelmed the website in an effort to get out of undesirable district schools. Yet somehow it does not seem to occur to opponents of ESAs that, if they had district schools that were satisfactory to parents, then those parents probably would not even consider moving their kids to another competing educational alternative.
Quasi-Religious Woke Doctrine?
Perhaps what’s most frustrating about the growing social instruction in our schools is that, for years, our nation has been gradually removing religious (mostly Christian) influences from our public schools. In fact, it feels like the First Amendment right to “Freedom of Religion,” which was fundamental to the first European immigrants to this continent, has gradually been reinterpreted by the Left to mean “Freedom from Religion.”
But you can’t help but notice how certain aspects of woke doctrine seem to have become “articles of faith” that cannot be questioned by anyone without facing severe social backlash. It’s clear that Christian doctrine has been suppressed in schools and replaced by Secular Humanism, the belief that humanity is capable of morality and self-fulfillment without belief in God, and the more extreme Cultural Marxism, the Neo-Marxist movement seeking to apply critical theory to matters of family composition, gender, race, and cultural identity within Western society.
If teachers’ unions want to apply the “Freedom from Religion” doctrine in public schools, they should also apply a “Freedom from Extremist Political Doctrine” as well. It’s the only way to ensure our schools remain on neutral ground for political ideology, and it leaves social development at home with the child’s parents—where it should be.
Teacher Opt-Out?
Finally, along with our First Amendment rights comes a prohibition on “compelled speech,” which prevents a person from being forced, under threat or duress, to say things they don’t really believe in. But we hear regular reports of teachers being bullied and harassed by other “activist” colleagues to force them to go along with their extreme Leftist political doctrine. Many teachers simply comply because they are concerned about having to work in a hostile environment or having their livelihoods threatened.
This implies that there is some sort of informal “political test” for teachers in our schools. It is often enforced by aggressive colleagues who are usually associated with a teachers’ union. The apparent message is: “comply and be welcome, or dissent and be ostracized.” It is no wonder teachers are under such workplace stress because of these implied threats.
However, there is a recent report of one brave, principled teacher, who, in looking over the daily SEL lesson, simply said, “we are not going to do this today” and put the controversial assignment aside. So, if parents have the right to “opt-out” their children from the presentation of controversial subject matter, that same rule needs to be extended to teachers who do not believe in these social lessons or deem them inappropriate for the children in their class. It’s time to give these teachers an “opt-out” choice as well.
In conclusion, here are a few ways we can start to clean up our public schools:
Return the primary focus of schools to academic instruction rather than social instruction.
Reduce the influence of the politically biased teachers’ unions.
Protect parents’ rights to direct the social upbringing of their children.
Prohibit political and social ideologies from being established in schools.
Protect teachers from being compelled to present controversial materials that they do not believe in.
Kurt Rohrs is a candidate for the Chandler Unified School District Governing Board. You can find out more about his campaign here.
Teachers’ unions appear to have run into a buzz saw. On October 25, American Federation of Teachers (AFT) President Randi Weingarten tweeted enthusiastic support for a Washington Post article titled “Parents claim they have the right to shape their kids’ school curriculum. They don’t.”
By November 6, her message had drastically changed. “Parents have to be involved in their kids’ education. They must have a voice. At the same time, we have to teach kids how to—not what to—think.” Sure, Randi.
In the interval, there had been a reality shock: the Virginia governor’s election, this time with an electorate that had wised up. Parents had been appalled when they remotely observed the overtly racist curriculum their children were being taught and then shocked at the blowback, including being charged with “white supremacy,” when they protested.
Moreover, they now realized the unions were responsible for the damaging school COVID shutdowns. Weingarten herself pressured legislatures and school districts into closures. Unions influenced the Biden CDC into adding new and impossible conditions for reopening. They threatened outright strikes if school districts tried to reopen for the 2020-2021 school year.
Voters were not amused. When Terry McAuliffe vowed, “I don’t think parents should be telling schools what they should teach,” the damage was done. Polls showed challenger Glenn Youngkin gaining 15-17 points among parents in the last weeks of the campaign. Education-oriented voters swung from favoring McAuliffe by 33 points to a nine-point Youngkin advantage.
Weingarten’s response was that the reports had all been a massive misunderstanding, that it was actually the teachers’ unions that had tried to reopen the schools. Her pathetic gaslighting attempts were ignored.
The longtime symbiotic relationship between the teachers’ unions and the Democrats may be fraying. They both earn the other’s loyalty. According to OpenSecrets, 99.72% of the AFT contributions in 2020 went to Democrats. Fully 97% of AFT donations have gone to Democrats since 1990.
In Virginia, McAuliffe bagged $1 million from the unions. AFT ran ads for McAuliffe, and Weingarten personally stumped for him.
Their money isn’t wasted. As governor, McAuliffe had vetoed nine school choice bills. This year, he affirmed on CNN, “I will never allow [school choice] as governor.” Nationwide, Democrats have been able to stymie the movement for universal school choice in spite of growing majorities in favor.
The Democrats are in a sticky situation now. According to RealClearOpinion research, voters’ support for school choice surged from 64% to 74% in just the last year. Another poll showed 78% approve of Education Savings Accounts, the most comprehensive method for funding parental choice directly.
Voters have expressed particular contempt for politicians (and educators) who send their own children to private schools but deny the same privilege to less fortunate children. 62% of voters said they would be less likely to vote for such a hypocrite.
Terry McAuliffe, for one, got the message. The veto king sent his five children to private schools. When asked about it on NBC this year, his verbatim quote was “Chuck, we have a great school system in Virginia. Dorothy and I have raised our five children.” You’ve gotta love it.
Democrats are stuck with a policy that is not only morally and educationally wrong but is a political loser. Advocates for children and parents should seize the opportunity to not only win some elections but to fundamentally reform the structure of education in America into a system that serves students and parents, not bureaucracies.
Teachers’ unions must be publicly held accountable. These organizations which relentlessly pound a “for the children” theme have a wretched record of not promoting their educational interests.
In the 1960s, when the unions first rose to influence, about $3,000 (inflation-adjusted) dollars were spent per student. Today, that number is over $13,000. Yet academic achievement and the ethnic gap have stubbornly failed to improve.
Not all of the spending increase has gone to teacher salaries, and not all of the fault for academic failure is theirs. But as the dominant influence in education policy for the last half-century, unions must bear major responsibility for the dismal outcomes.
Parents’ rights advocates: take heart. This is our time.
