Everyone benefits from exemplars. We all need models to mimic and follow. In the policy realm that means states, legislatures and governors who pass policies and reforms that materially improve the lives of their residents.
We also need cautionary tales, clear examples of mistakes and pitfalls to avoid. On education, California has stepped into that role. Any aspiring policymaker looking for guidance on sensible education reform should take a glance at Sacramento over the past half-decade and do exactly the opposite.
Most recently, under pressure from teachers unions, the Legislature killed a bill introduced by Democratic Assemblywoman Blanca Rubio that would have mandated the teaching of phonics. The bill had the support of both the state-level parent-teacher association and the NAACP—and rightly so. A mountain of research going back to the 1950s vindicates phonics as the best way to teach young children to read.
The nation’s schools have had something of a reckoning in the past few years: Millions of children struggled to read because schools followed pseudoscientific theories about early literacy. Now at least a generation more will suffer the same fate in California.
In an open letter to Assemblyman Al Muratsuchi, the California teachers union bristled at the “top down, statewide mandate” approach of this bill. But the teachers unions are happy to see California impose curricular, instructional and ideological mandates in other realms.
The state’s top-down sex education framework clocks in at 746 pages of material, curricula, assessments, grading recommendations and instructional requirements. The state compels teachers to tell kindergartners that children in “kindergarten and even younger have identified as transgender” and that biological sex is completely divorced from “gender identity.”
In 2021 the state ignited a brawl over its mandated ethnic-studies curriculum. Its content and instructional practices have roots in 1960s activism against American hegemony; the goal is to “liberate” students from the oppressive forces of capitalism, patriarchy and settler colonialism.
In 2023 California implemented a new mathematics framework, the first edition of which included “whiteness” and “social justice” as topics for instruction. The goal was to raise the “sociopolitical consciousness” of students—in math class. A revised framework was notably less political but required teachers to use a quantifiably ineffective approach to teaching called “discovery” learning, where students must be left to “discover” their way into long division or algebraic equations.
Taken together, the California Legislature is happy to impose top-down mandates about curricular content and instructional “practices” in other content areas as long as they align with progressive pieties. Lawmakers will mandate that teachers educate children about the latest obsessions of critical race theory or gender ideology, but letter sounds or math facts are a bridge too far.
Fundamentally, California demonstrates what happens when a radical theory of education is put in practice. There are a handful of competing philosophies of education, and the most popular in schools of education is “critical pedagogy.” Its fundamental principle maps the Marxist oppressor-oppressed dichotomy on to the student-teacher relationship, concluding from there that the imposition of any content, any behavioral norms, any expectations is inherently oppressive. The teacher’s only role is to develop a child’s “critical consciousness,” to foster discontent with the current power structure and spur students into left-wing activism.
In most American schools, vestiges of a liberal-arts education remain: Kids practice academic skills, learn history and might even read excerpts of Shakespeare. With its rejection of phonics, California has fully committed itself to a rejection of a liberal-arts tradition and fully embraced a radical agenda in its schools.
Editor’s note. This was first published by The Wall Street Journal.
