Inside a Public School Social Justice Factory


#1

For decades, the public schools of Edina, Minnesota, were the gold standard among the state’s school districts. Edina is an upscale suburb of Minneapolis, but virtually overnight, its reputation has changed. Academic rigor is unraveling, high school reading and math test scores are sliding, and students increasingly fear bullying and persecution.

The shift began in 2013, when Edina school leaders adopted the “All for All” strategic plan—a sweeping initiative that reordered the district’s mission from academic excellence for all students to “racial equity.”

“Equity” in this context does not mean “equality” or “fairness.” It means racial identity politics—an ideology that blames minority students’ academic challenges on institutional racial bias, repudiates Martin Luther King, Jr.’s color-blind ideal, and focuses on uprooting “white privilege.”

The Edina school district’s All for All plan mandated that henceforth “all teaching and learning experiences” would be viewed through the “lens of racial equity,” and that only “racially conscious” teachers and administrators should be hired. District leaders assured parents this would reduce Edina’s racial achievement gap, which they attributed to “barriers rooted in racial constructs and cultural misunderstandings.”

As a result, the school system’s obsession with “white privilege” now begins in kindergarten. At Edina’s Highlands Elementary School, for example, K-2 students participate in the Melanin Project. The children trace their hands, color them to reflect their skin tone, and place the cut-outs on a poster reading, “Stop thinking your skin color is better than anyone elses!-[sic] Everyone is special!”

Highlands Elementary’s new “racially conscious” elementary school principal runs a blog for the school’s community. On it, she approvingly posted pictures of Black Lives Matter propaganda and rainbow gay-pride flags—along with a picture of protesters holding a banner proclaiming “Gay Marriage Is Our Right.” On a more age-appropriate post, she recommended an A-B-C book for small children entitled A is for Activist. (Peruse the book and you find all sorts of solid-gold: “F is for Feminist,” “C is for…Creative Counter to Corporate Vultures,” and “T is for Trans.”)

At Edina High School, the equity agenda is the leading edge of a full-scale ideological reeducation campaign. A course description of an 11th-grade U.S. Literature and Composition course puts it this way: “By the end of the year, you will have . . . learned how to apply marxist [sic], feminist, post-colonial [and] psychoanalytical . . .lenses to literature.”

The primary vehicle in the indoctrination effort is a year-long English course—required of all 10th-graders—that centers, not on reading literature and enhancing writing skills, but on the politicized themes of “Colonization,” “Immigration” and “Social Constructions of Race, Class and Gender.”

One student characterized the course this way on the “Rate My Teachers” website: “This class should be renamed . . . ‘Why white males are bad, and how oppressive they are.’” (The negative review has since been deleted from Edina High’s “Rate My Teachers” page; but this is a screenshot from before it was memory-holed.)

Increasingly, families who are serious about education are leaving the Edina schools. For example, Orlando Flores and his wife pulled their son—an academic superstar—out of Edina High School in his senior year to escape its hyper-political environment.

Flores, who fled a Marxist regime in Nicaragua as a child, had this to say: “Years ago, we fled Communism to escape indoctrination, absolutist thinking and restrictions on our freedom of speech. If we see these traits in our schools in America, we must speak out and oppose it.”

Flores says that when his son was at Edina High, teachers routinely pushed politicians and political positions they favored, shamed and browbeat students with dissenting views, and forced them to defend themselves against baseless allegations of racism. According to his son, he says, classroom discussions were often “one-sided indoctrination sessions,” and students feared their grades would be penalized if they spoke out.

The final straw for the Flores family occurred when an English teacher subjected their son and a classmate to a lengthy, humiliating and ideologically charged grilling—unlike that faced by other students—after the boys made a presentation with which she disagreed following racially-charged incidents in Ferguson, Missouri.

When Flores’ son requested an apology, school authorities indignantly took the teacher’s side, says Flores. Fearing retaliation, the boy asked to transfer to another English class. There, a student teacher informed the class they would not be reading classic books because “dead white men are boring,” according to Flores.

Flores believes that “Race and racism should be discussed” at school. But “relentlessly obsessing about race—pretending it’s the only thing that matters—is counterproductive and harmful to everyone,” he says.

Like Edina students, the district’s faculty and staff must submit to racial equity re-education.

One such mandatory session for school bus drivers is illustrative. The widow of a bus driver who had been required to attend the training sent the entire 25-page instructional curriculum to Center of the American Experiment, where I am a senior policy fellow.

The training session was entitled “Edina School DIstrict Equity and Racial Justice Training: Moving from a Diversity to a Social Justice Lens.In it, trainers instructed bus drivers that “dismantling white privilege” is “the core of our work as white folks,” and that working for the Edina schools requires “a major paradigm shift in the thinking of white people.” Drivers were exhorted to confess their racial guilt, and embrace the district’s “equity” ideology.

The result of all of this? Four years into the Edina schools’ equity crusade, black students’ test scores continue to disappoint. There’s been a single positive point of data: Black students’ reading scores—all ages, all grades—have slightly increased, from 45.5 percent proficiency in 2014 to 46.4 percent proficiency in 2017.

But other than that, the news is all bad. Black students “on track for success” in reading decreased from 48.1 percent in 2014 to 44.9 percent in 2017. Math scores decreased from 49.6 percent proficiency in 2014 to 47.4 percent in 2017. Black students “on track for success” in math decreased from 51.4 percent in 2014 to 44.7 percent in 2017.

The drop was most notable at the high school level. Math scores for black students in 11th grade at Edina Senior High dropped from 31 percent proficiency in 2014 to 14.6 percent in 2017. In reading, scores for black students in 10th grade at Edina Senior High dropped from 51.7 percent proficiency in 2014 to 40 percent in 2017.

Recently, conservative students at Edina High School filed a federal lawsuit, claiming the district has violated its members’ rights of free speech and association.

The suit grew out of events following a Veteran’s Day assembly in the high school gym on November 9, 2017. There, a group of veterans spoke about their military service, and the school band played the National Anthem and Taps. During the music, some black students “protested” by refusing to stand, slouching by the bleachers, talking loudly, and blaring music on their cell phones.

Members of the school’s unofficial Young Conservatives Club (YCC) responded by criticizing the protesters’ behavior, at school and on social media. In response, the protesters and their allies harassed the conservative students, with groups “as large as 30 students . . . daily surrounding club members and threatening to injure them if they did not change their political views,” according to the lawsuit complaint. In addition, a group styling itself the “Edina High School Anti-Fascists” (you have to see the group’s Twitter feed to believe it) posted a threatening YouTube video aimed at the YCC, which declared, “[W]e will not stop until every tentacle of your evil monstrosity is sliced off at the nerve.”

When the conservative students complained, the school’s principal “responded to their security concerns by saying that [they had] brought it upon themselves by criticizing the protests” at the Veterans Day program, according to the complaint.

The principal disbanded the YCC after pressuring its president to show him texts its members had sent one another about these incidents on the club’s private GroupMe. Yet school authorities apparently took no disciplinary action against the protesters and other students who had threatened and harassed YCC members.

The Edina Public Schools’ “policies suggest that ‘all are welcome here,’” the complaint asserts, “but what EPS really means is that all are welcome except conservatives.”

The Edina school district is just one example of the ideological hijacking of legitimate academic instruction in the name of racial equity. There’s more to come. Last October, the Star Tribune ran an op-ed that praised the Edina schools’ racial equity crusade, and condemned what the author described as America’s vicious history of violence and oppression—evidenced today by “Eurocentric curricula,” “hypersegregated schools,” and “biased standardized tests.” Our nation’s “racist practices,” she wrote, are what “allowed this country to expand geographically and to amass its great fortune.” White students, she asserted, must become “racially conscious” to learn “how their own worldviews are limited by whiteness.”

The writer was Dr. Annie Mogush Mason, program director of elementary teacher education at the University of Minnesota-Twin Cities, where the next generation of Minnesota’s teachers are being formed.

Katherine Kersten is a Senior Policy Fellow at Center of the American Experiment in Minneapolis.


#2

Also in related news


#3

This is why you should home school your kids. Sending a child to such a school as this makes you an accessory to child abuse.


#4

Home school isn’t an option for a lot of people Charlie. We pay our taxes to have quality local schools. For parents that can’t home school or afford private school…this is a nightmare.


#5

You can take out your children to the other schools, as the parents in said case did, but if your school districts are littered with SJW factories, then maybe its time to move out of the liberal area, and Im sure it would be much cheaper to live elsewhere. Tho I could be wrong.


#6

We had a handful of teachers (may still) who would fit right in there. There was one Hispanic teacher in particular who liked to play race gotcha with other teachers- the other teachers, especially the Hispanic teachers despise her. She is a classic leftist- excited about stupid ideas that don’t work, and micro managing the failure those ideas produce. As the Senior AP Lit teacher I had a slew of her students from a program that was supposed to bring ESL kids (Mexican only - no joke, Central American kids were made to feel uncomfortable) - to AP level by Senior year. A few made it through sheer grit; most were woefully unprepared as it turns out- chanting GANAS! in response to her shouting “what do we have?!” - is not an effective teaching strategy.

Long story shorter- she decided to use e-mail copied to all the teachers and admin. - to chastise me for her students shortcomings-- the last exchange I had with her is below (I’ve changed the name to protect myself legally):

Her last post:
Hello Familia,

----, it is a paradox indeed: any living, breathing teen can apply to AP courses; and yet, the rigor is such that they are destined to FAIL if they lack the individual drive and the innate linguistic skills. Does remediation signify that the learners are not capable of rising to the AP instructor’s expectation? Help me out here, can you direct me to the realistic assessment of “skills…that empha[size] personal drive, accountability…and where group work is virtually nonexistent” for college preparation courses/classes? Last time I checked the College Board descriptors, it mandated for students possess analytical and complex literacy abilities to interpret language and literature. And I can attest that the Puente students who I recommended have this intellectual capability. The grammatical errors demonstrative of age, culture or the digital world we live in are distractors that can be addressed through meaningful/critical pedagogical praxis.

I agree that AP courses are demanding in content; however I strongly believe that our students with diverse linguistic constructs, cultural backgrounds and socioeconomic realities can rise to the expectations set by the state, district, school and teacher. The power a teacher has lies beyond content-based instruction…it is the environment he/she sets generated and driven by the collective narratives of learners who understand respect, integrity and “GANAS”. Many critics of Jaime Escalante reminded him of the barriers our students must overcome; but most importantly…the barrier of FEAR. Through various learning modalities and innovative teaching practices, Mr. Escalante demonstrated that teaching students who may lack the “set skills” at first are able to prove the power of their intellect.

Dr. Louie F. Rodriguez, Associate Professor of Education CSUSB, exemplifies through his extensive research that learners from academically underachieving environments can attain higher thinking strategies and attend college.
Dr. Rodriguez has empirically proven that it is attainable to have learners who once had academic language deficiencies pass state and district exams. Placement is crucial and requires a team effort.

I look forward to meeting with our colleagues who desire to make a difference for our students. I leave you with some references that will guide our dialogue and constructive conversations.

Clip from “Stand and Deliver” http://www.youtube.com/watch?v=GRtjlUfqJNg

Dr. Louie F. Rodriguez http://www.praxisinschools.com/team.html

Equity Effects on Quality Teaching: Closing the Gap http://aare.edu.au/07pap/amo07284.pdf

Thank you again for your feedback,

My last response Ten minutes after I posted this the Hispanic Ed Counselor ran across campus to my room to apologize for her behavior.

Adrliana,
I was out the day you sent your response, and I wanted to take a day or two to respond because I wanted to avoid anger. Please do not send me any more emails insinuating that I am insensitive or lazy or racist, or patronize me with the earnest theories of a junior prof. in the ed .dept. of San Berdoo, or at least if you do, be professional and send them privately.
Apparently my first response to your initial e-mail was misunderstood. It is not in any way shape or form, the job of an AP teacher to remediate the very low skills of a student that through misadventure, or someone’s ego, was slotted into Advanced Placement with junior high level skills. Advanced Placement courses are designed to be college courses and are not equipped to remedy a lack of preparation. You had two years using “meaningful/critical pedagogical prax[es]” and so they all have learned the skills to flourish- or……?
We all know some kids work harder than others, and so gain skills others do not. This is not a fault of the program, but pushing a kid who did not acquire those skills regardless of reason, puts that kid in jeopardy.

I believe that the shortest and most certain route to equitable academic achievement is rigor, and absolutely equal expectations. This has worked and grown the AP Lit & Comp program from 42 ('03) to over 100 presently. To make exceptions for children who were not adequately trained, (even using meaningful pedagogical praxis!) and shoehorned into AP with the expectation that we can or will remediate what should have been corrected in Puente is not reasonable or possible.

Oh, yes, it was the most fun I have ever had writing an e-mail.


#7

Youre fighting the good fight here, as you can see that when ideologues like the individual you were sparring with run the school, you get the example like the school in the article. The real victims here are the students, who will be unprepared for the AP exams, colleges, or eventually real life / reality while they go through life angered and confused at the ghost of racism. Also

Cant you cite that as a racism / favoritism ? But Im guessing your school is unionized.


#8

This attitude also infects the various aspects of affirmative action programs. I personally had one experience where I was forced (my boss was a woman) to place a female in a postilion that I, after a good interview, didn’t believe she was emotionally capable of handling… of course when she failed, it was my fault because I expected here to do the job. She was technically as good as any other applicant but did not have, in my judgment, the ability to work under the kind of pressure the job entailed. This was certainly a judgment call and one that my superior, I feel because of gender, was predisposed to overlook. It did an otherwise outstanding engineer no good and likely harmed her confidence in future work…

I remember a case of a young black kid who did very well in his school. The school itself did not stack up well with other high schools competing for placement of their students in various colleges. This kid was to be a poster child of black achievement and was given a full ride at MIT. He could not handle the rigor of the course and eventually left MIT… no doubt feeling a failure. Had he been placed properly in a good quality mid level engineering school, he likely would have flourished without the baggage of his MIT experience…


#9

In the Vermont school…only 18 blacks out of 350 students.


#10

One year, my undergrad. university proudly announced that they doubled the black student population, from 1% to 2%, or roughly 150 to 300. The following quarters, #blm flag went up in protest of the Ferguson incident. They are indeed always the vocal minority. They also formed bee lines and walked around campus especially libraries and the student centers where students were studying for finals (and they were not). Campus polices were notify to escort peaceful protesters out. This wasnt our school, but it was sort of this effect. WIth campus police present.