Nancy Flanagan: Do Parents Really Want Control Over What Students Learn?
Nancy Flanagan looks at what’s really driving the screaming matches at local school board meetings. Reposted with permission.
What’s driving the screaming matches at local school board meetings—the ones where organized parent groups show up to have their say about everything from critical race theory to bulletproof doors?
There are a lot of overlapping factors: A nation that’s bitterly divided. The pandemic we’re still dealing with, and its impact on children. Racism, sexism and the fear of losing “rights.” Gun violence. The political upheaval resulting in an insurrection, which played out live, on national TV.
And, of course, money and support from outside sources and organizations, which perceive these ongoing crises as an opportunity to chip away at public education.
I’m no stranger to parent-led fireworks at Board meetings. I’ve witnessed verbal storms over sex education and teacher strikes and girls who wanted to lift weights with the wrestling team.
During my second year of teaching, in October, the School Board decided to lay off 20 teachers (including me) who signed annual contracts in the spring, because an August millage election had failed. They made cuts to programs across the board, and established a pay-to-play model for all HS sports. There was a huge board meeting that went on until the wee hours. And what were the parents upset about? Eliminating foreign languages—or elementary art and music?
No. It was about the football team.
One mom was outraged at being asked to fund her son’s final year on the team. “This is his time to shine! Teachers can always find another job—but my son has only one chance to play football in his senior year!” There were perhaps a hundred teachers at this meeting. You can imagine how that remark went down with them.
My point is this: when parents are angry enough to publicly spout off at a school board meeting, it’s seldom centered around informed disapproval of established curriculum, instruction or even assessments (unless someone has lied to them about what’s going on in their children’s classrooms). Even book banning—a chronic hotspot for school leaders—seldom flares up because a parent carefully read their child’s assigned book and was shocked into action.
What we’re seeing now is something else: an orchestrated and funded effort to demean public education and the people who work in public schools. It’s about power and control. It’s about ginning up fear, using dishonesty as a tool. As John Merrow notes:
Many of the adults who have been disrupting local school board meetings not only do not have children enrolled in those schools; they are classic outside agitators, perhaps even from neighboring states.
The foundation of recent wrangling over control—parents’ rights, if you will—is thoroughly political and got a big boost when now-Governor Glenn Youngkin promised to strip culturally responsive instruction from schools in VA.
Parents have always had rights—including the right to see what their children are learning, access to instructional materials, the option of observing their child in his classroom, and the opportunity to talk to his teachers about any of these.
Teachers have the responsibility to know the curriculum well, to be able to tell parents why certain materials and teaching strategies were selected. And—should parents be genuinely concerned about any of these things—the responsibility to justify the value of a particular technique or content, to adapt or offer alternatives.
That, in a nutshell, is good teaching–based on trusting relationships and understanding. Every veteran teacher and school leader reading this has had difficult conversations with parents about what and how their children are learning. It’s part of the job. Always has been.
It’s also one of the reasons many teachers pushed back against the Common Core: the standards didn’t fit the students they were teaching. Driving responsibility for determining standards, curriculum and assessment upwards means that teachers are left with explanation that they’re teaching something because it’s on the state test, even though it may be inappropriate or irrelevant for a particular child.
It’s not just parents who want to strip control from schools. From Education Week:
States have a limited amount of power over what materials teachers use in the classroom. A new report shows how some of them are trying—and succeeding—to wield influence anyway. In the majority of the country, districts operate under local control, meaning that school systems, or sometimes individual schools or teachers, have the ultimate authority in deciding what curriculum is taught.
That means that if states want to influence what teachers are using, they have to get creative about what levers to pull. A new report from the RAND Corporation suggests that some states have managed to do just that.
Look for the phrase ‘High-Quality Instructional Materials’ accompanied by some disdainful blah-blah about how clueless teachers design lessons based on what they see on Pinterest, so professional curriculum deciders need to step in and choose better materials. Well-paid deciders, naturally.
Earlier this year, Jennifer Berkshire found reason for hope:
I’ve spent the last few days talking to voters and candidates in New Hampshire who powered record turnout, resounding wins for public school advocates. One theme keeps coming up. Voters were REPELLED by the extremism of “parents’ rights” groups. This was a backlash to the backlash.
In the meantime, all the shoutin’ has left educators limp and discouraged. From Connecticut teacher Barth Keck:
Nationwide accusations of schools teaching “critical race theory” found their way into Connecticut despite any evidence of its existence or even any accurate explanation of what CRT really means from the critics. Superintendent Freeman “cited letters to the editor and social media posts regarding the school’s teaching and equity policies which imply that ‘parents shouldn’t be trusting the teachers and school administrators who are shaping the experience for their children in Guilford.’”
I have not felt such pressure personally, aside from comments on social media from those calling me a “groomer” and “brainwasher” of children. Granted, I don’t know these people personally, and the only thing they know about me is that I’m a teacher. But that’s the point: Strategic political posturing has convinced scores of people that, rather than a noble and essential profession, teaching is an insidious endeavor whose primary purpose is to push a far-left agenda.
It’s not about the things parents already have a say in—their children’s learning.
It’s about raising a public ruckus.