How to Stop Critical Race Theory in the HCPSS
Proposed Policy and Curriculum Reforms
This is an action-oriented article intended to propose steps that the Howard County Board of Education can take in response to the growth of neo-racist Critical Race Theory (CRT) and similar education training programs that seek to define and judge people based mainly on their race or gender. Ironically, proponents call them “anti-racist” or “anti-bias” programs even though they rely on race or gender-based discrimination and even introduce new and demeaning racial messages. One example is how they intend to make math “less racist,” which infers that they believe black students cannot excel at math.
Since my first article about the growth of such programs in the Howard County Public School System (HCPSS), such as Cultural Proficiency training, Anti-Bias training, Social and Emotional Learning, and Restorative Justice, there have been changes on the HCPSS website and in the budget. The diversity webpage discussing these initiatives seems to have been deleted and the current budget request (for 2021-2022) makes almost no mention of restorative justice. Does this mean that the HCPSS is no longer pursuing a discriminatory education curriculum? Not necessarily. But because the public does not know how much the HCPSS curriculum is being changed to introduce CRT-like education, we need more transparency on the issue.
When controversial initiatives receive too much public exposure, those who support them often go underground to try to continue their work without criticism. There has been considerable backlash all around the country of so-called “anti-racist” education that uses discriminatory practices (i.e., racism) to correct past wrongs (e.g. restorative justice). Some states are worse than others, but Critical Race Theory still seems to be spreading, not receding. Social Emotional Learning programs have been used around the country as a vehicle for indoctrinating young children. Is it being used that way in the HCPSS? I honestly don’t know the answer, but I’m doubtful that it has disappeared.
I would like to propose a set of initiatives to deal with this crisis in the culture and content of education. We need to start with transparency initiatives so that we know what is going on.
What is going on in the HCPSS?
Page 160 of the FY22 Board of Ed budget request has very little information on the progress of the restorative justice initiative. This chart identifies the percent of schools reaching level 2 and 3 on restorative culture continuum.
I’m not sure what the above means in practice, but it could refer to this chart below showing the restorative practices continuum. We don’t know if “restorative culture” includes discriminating against students on the basis of race by teachers who identify them as white oppressors and make them admit to unconscious or implicit bias or responsibility for historical racism, as Critical Race Theory demands, or if it is something benign. We need to know if these practices are spreading through our school system.
A recent Maryland Public Information Act (MPIA) request for Cultural Proficiency training material was not authorized for full public release.
“Per your request regarding materials used for Cultural Proficiency training for staff, … As these materials were developed for the specific use of these courses, with copyright belonging to both the school system as well as those used with express permission from outside sources, issuance of this response does not convey permission to use/distribute these materials for other purposes.”
When another MPIA request asked for a copy of the course materials for the stand-alone anti-bias curriculum mentioned on the website, and any other related anti-bias educational materials, the school system responded but did not provide any such materials.
“Responsive to this request, HCPSS Curriculum staff indicates there is no stand-alone comprehensive anti-bias curriculum being used currently. In regarding to materials within other parts of the curriculum, the existing curriculum does not have specific lessons/resources/materials that were written or provided to solely address anti-bias teaching. For reference, staff indicates the school system has begun a crosswalk to determine which existing language arts, social studies, health, and counseling lessons/resources/materials align to anti-bias curriculum objectives and can be used. Following the completion of the crosswalk, staff anticipates developing additional lessons/resources/materials to address anti-bias teaching.”
If I understand the above correctly, it sounds like HCPSS is in the process of deciding which classes will incorporate anti-bias training. We have seen initiatives around the country to weave such training into a wide variety of classes, from English to history and math. We don’t yet know if the HCPSS will be following this pattern.
When asked how the HCPSS spent the money from a 3-year grant to establish a whole-school restorative justice model, the school system responded “the Howard County Education Association was the recipient of the noted grant, and would be the custodian of records related to expenditures as well as outcomes/reports/materials used. Therefore, I would refer you to the Howard County Education Association….”
It sounds like the school system takes no responsibility for what is being taught to teachers and students within the school system because the program was funded by the teacher’s union. The public deserves to know how our teachers are being trained and what our students are being taught. How can it be that the HCPSS can provide course material and instruction to all 57,293 students and 8,570 staff members (as of Sep 30, 2020), but not make it available for public review by the parents of those students?
What should we do to find out what is going on?
My first recommended action item is as follows.
Policy Goal #1. Curriculum Transparency
The Board of Education should incorporate into policy a requirement to publish all curriculum material on a website available to the public. Some information on the curriculum is already available to parents through the HCPSS Digital Education Program, but it does not always show enough details to know exactly how and what they are teaching. Some curriculum material shows up on the Canvas learning management system, but is not necessarily available to parents. Transparency also means we should not purchase any proprietary third-party materials without a legal release that permits public disclosure.
Everything starts with transparency. If the school system refuses to comply, we must demand to know what our children are being taught, especially if it is discriminatory and a potential violation of the Civil Rights Act of 1964, which I believe applies to Critical Race Theory and similar programs.
But there is more to this issue than CRT. Schools have begun to teach biased versions of American history (e.g., the New York Times’ 1619 Project) that are not only controversial, but have been largely discredited as deliberately inaccurate. To ensure that students are not exposed exclusively to biased or controversial viewpoints, we need to insist that the school system identify all controversial topics, throw out discredited material, and teach diverse viewpoints in an objective manner.
Below are examples of how the school system is favoring the teaching of history with an anti-American or liberal bias. Many of the linked educational videos were produced by “CrashCourse,” which is a YouTube channel originally funded by Google/YouTube through their “original channel initiative” and subsequently by PBS Digital Studios. Google/YouTube currently censors or hides information that does not support its politically biased viewpoint by downgrading it in search algorithms, preventing widespread sharing, labeling it as misinformation, or removing it even when it is factual or debatable material. A more balanced curriculum could include videos produced by the non-profit conservative education organization Prager University.
The 8th Grade American History curriculum contains a section on the American Revolution that mainly seems to focus on the impact on African Americans, women and Native Americans. While there is nothing wrong with such a discussion, it seems to avoid any serious discussion of the achievements of the revolution for the advancement of political, economic, and religious liberties, economic prosperity, and representative government.
The American Revolution
Students will evaluate the relative importance of key factors that led to an American victory in the Revolution by:
USH 8.1.12: Analyzing the domestic, military, geographic, and diplomatic factors that led to the American defeat of the British.
o Who Won the American Revolution? Crash Course US History #7
USH 8.1.13: Assessing how free and enslaved African Americans, women, and Native Americans, contributed to and were impacted by the American Revolution.
o Who Won the American Revolution? Crash Course US History #7
o African American Soldiers of the Revolutionary War
o Women During the American Revolution
USH 8.1.14: Identifying the importance and results of the Treaty of Paris.
USH 8.1.15: (GT) Analyzing the terms of the Treaty of Paris and how they affected U.S. relations with Native Americans and with European powers that held territories in North America.
The 9th Grade American History curriculum contains a section on American imperialism. Again, while there is nothing wrong with such a discussion, it focuses on a biased, negative view of American history without the balance of a positive depiction of America’s contributions to the advancement of freedom, equality and opposition to foreign imperialism.
Imperialism
USH 1.20: Describe the major motives for American imperialism.
o American Imperialism: Crash Course US History #28
USH 1.21: Evaluate the causes, objectives, character, and outcome of the Spanish-American War.
o American Imperialism: Crash Course US History #28
USH 1.22: Trace the changing economic and political roles that contributed to the emergence of the United States as a world power.
USH 1.23: Relate the principles of American foreign policy to the events in Asia, Latin America, and the Caribbean.
o American Imperialism: Crash Course US History #28
USH 1.24: (H) Compare the principles of American foreign policy in the era of imperialism in the late 19th and early 20th centuries to American foreign policy in the 21st century.
USH 1.25: Describe the various domestic reactions to American imperialism.
o American Imperialism: Crash Course US History #28
The 10th Grade American Government curriculum contains a politically biased selection of exclusively liberal topics in the Domestic Public Policy unit. A balanced and apolitical unit would incorporate conservative topics, viewpoints, and facts as well. Children should not be indoctrinated with a particular political viewpoint instead of being educated about multiple viewpoints and ideologies.
Domestic Public Policy
AG 3.22: Analyze patterns, trends, and projections of population and how these may affect environmental policy, education spending, health care, and social security.
o Social Security: Crash Course Government and Politics #49
AG 3.23: Describe how limited government impacts the development and implementation of government policies for entitlements, including social security, housing, and nutritional assistance.
o Social Security: Crash Course Government and Politics #49
AG 3.24: Analyze the impact of limited government on policies for Technology, including cyber security, censorship, and energy.
AG 3.25: Evaluate the rights and responsibilities of citizens impact government policies regarding Public Health, including immunization, Medicare and Medicaid, and food safety.
AG 3.26: Analyze how federalism impacts government policies for Education including the Elementary and Secondary Education Act (ESSA) and school choice.
o ESSA Explained: Inside the New K-12 Law
o Are School Vouchers Good for Education?
AG 3.27: Evaluate the effectiveness of governmental policies (legislation and executive orders) in promoting equity and civil rights for minorities, women, and the disabled.
o Reflections from a ADA Generation
o For Black Americans, Era Since Civil Rights Brought Success and Vulnerability
o Why Did the US Rank So Low for Gender Equality?
AG 3.28: (H) Assess how different administrations affect the implementation of public policy by examining how two Maryland Governors acted on an issue.
AG 3.29: Examine the impact of equal protection on immigration and affirmative action policies.
o Affirmative Action
o Undocumented US Immigrants Learn Rights in Case of Crackdown
AG 3.30: Analyze the importance of regional characteristics and interests including economic development, natural resources, climate and environmental issues, and population shifts in formulating local, state, and national government policy.
AG 3.31: Evaluate the way national, state, and local governments develop policy to address land use and environmental issues such as pollution, urban sprawl, property rights, and land use/zoning.
Therefore, my second action item is as follows.
Policy Goal #2. Teach Opposing Viewpoints
When teaching controversial historical, social or political topics, include books, videos, and other materials from sources that offer a diverse set of facts and viewpoints to ensure a balanced treatment of the subject (e.g. Prager University).
One topic is the re-writing of American history to focus only on failures and a dismissal of national successes. For instance, when we teach the American history of slavery and racism, which is absolutely essential, we must approach the subject in a balanced, objective manner, not a politically biased or controversial way. To balance out the books written by currently popular “anti-racist” authors, below is a partial list of books written about race and racism by conservative black thinkers and authors. The list is in alphabetical order and was published by Dennis Prager in his article “What American Schools Should Teach About Race, Racism and Slavery” (which I recommend reading in full).
Ward Connerly, “Creating Equal”
Larry Elder, “What’s Race Got to Do With It?”
John McWhorter, “Losing the Race”
Deroy Murdock, any of his many columns
Candace Owens, “Blackout”
Jesse Lee Peterson, “The Antidote”
Jason Riley, “Please Stop Helping Us”
Thomas Sowell, “Intellectuals and Race”
Shelby Steele, “White Guilt”
Carol Swain, “Abduction”
Clarence Thomas, “My Grandfather’s Son”
Walter Williams, “Race and Economics” or buy here
Although not related to the curriculum issues discussed above, there are a couple more policy issues that are also important enough to address.
Policy Goal #3. Implement Student Data Privacy Rules
Start with transparency by publishing full details of what student data is collected and disseminated outside of the county. Enact student privacy rules to prevent the collection of dissemination of data on students aside from the minimum required by law. If the legality of any law is questionable, then err on the side of privacy. For other data, no collection or dissemination without explicit parental consent (e.g., similar to how data currently cannot be shared with military recruiters).
Why is this an issue? The federal government has been studying the creation of a massive citizen database. Members of Congress from both parties have already begun the process of eliminating statutory privacy protections in order to increase reporting of student outcomes (referred to as “increasing transparency”). Both the Student Right to Know Before You Go Act and the College Transparency Act of 2017 would overturn the unit-record ban and beef up the government’s capabilities of combining agencies’ data.
Policy Goal #4. Ban Student Profiling
Establish a ban on student psychological and racial profiling, which has become a part of Competency-Based Education (CBE). CBE can include learning competencies such as communication, collaboration, and turning in homework on time. But “Social and Emotional Learning” competencies now assess your child’s mental health and can include subjective grades on topics such as how your child goes along with discriminatory "anti-racism" lessons. If this sounds like psychological profiling on your child, that’s exactly how it’s been described.
Since student competencies are now shared with colleges and universities when they apply for admission, and students are already afraid of being unfairly labeled as a racist, homophobe or transphobe, this is a problem. Will your child be compelled to answer questions on their own inherent racism (as defined by CRT ideologues) just to ensure they are not given a bad CBE evaluation and denied admission to a good college? Because the Family Educational Rights and Privacy Act (FERPA) law was gutted during the Obama Administration, your child’s personal data can be collected and shared without your knowledge or consent.
Below is one example of how the subjective competency “valuing diversity” is defined. When did this become something that our school system should be teaching, evaluating and sharing widely without parental or student consent? I don’t know how the HCPSS is handling CBE, but we really should know.
Our education system seems to have veered way off its original course of providing a comprehensive education so that future generations can be good citizens and have a chance to provide for themselves financially. It is time to find out what is going on with the HCPSS curriculum and make sure we do not sacrifice our children’s education to biased, harmful and possibly illegal politically-inspired tampering.