The following article by Ruy Teixeira, senior fellow at the American Enterprise Institute, politics editor of The Liberal Patriot newsletter and co-author with John B. Judis of “Where Have All the Democrats Gone?,” is cross-posted from The Liberal Patriot:
Why are Democrats fumbling the issue of education, which they have dominated for many years? There are multiple reasons: they mishandled the Covid-related school closures, they are letting the culture wars distract from the core mission of schools, and they are downplaying the importance of merit and academic achievement. Before I discuss how the Dems could effect a turnaround, let’s dig deeper into these missteps and unfortunate trends.
The school closures went on way too long. Democrats, far more than Republicans, worked to keep public schools closed during the Covid pandemic—longer than in other advanced countries and far longer than was justified by emerging scientific understanding of the virus and its effects. Pushed by their allies in the teachers unions, Democrats ignored the justified warnings that extended school closures would severely harm student learning and social development, especially for poorer children. The returns are now in, and it is clear that the warnings Democrats ignored were, if anything, too mild.
This was no minor error made by Democratic officials in the fog of pandemic confusion but a profound tragedy for millions of children that could have been avoided or at least substantially mitigated. To add to the shameful episode, parents in many communities around the country who wanted the schools reopened faster were frequently demonized by progressives as heartless, anti-science right-wingers who didn’t care about public health. The wounds from this still fester today.
Privileging politics over pedagogy. The culture wars rage on in the schools. Democrats argue that it is all the fault of the Right, who they say wishes to “ban books,” prevent children from learning about slavery, and subject gay and transgender-identifying children to bullying and worse. Progressive educators and school systems, on the other hand, simply stand for a modern, inclusive education that no decent, unprejudiced person should oppose.
This is disingenuous in the extreme. Over the last decade, and especially after the George Floyd summer of 2020, there has been a concerted effort by many school systems and educators to promote “anti-racist” education that goes way beyond benign pedagogical practices such as teaching about slavery, Jim Crow, the Tulsa Race Massacre, redlining, and so on. Instead, pedagogy itself is to be infused, from top to bottom and in every subject, with concepts drawn from the anti-racist playbook. As noted by sociologist Ilana Redstone, these concepts include the assertion that “[a]n unwillingness to recognize the full force of systemic racism as determining disparities between groups is a denial of the reality of racism today (and evidence of ignorance at best and racism at worst).” An army of diversity, equity, and inclusion consultants have stood at the ready to assist school systems in training their staff and teachers to implement this creed and incorporate it into their curricula.
This is politics, not pedagogy as traditionally and properly understood. It has little to do with what most parents want schools to do: develop their children’s academic skills and knowledge base so they can succeed in the world. Democrats have been hurt by their increasing identification with this ideological project rather than the traditional goals of public education.
Downgrading merit and educational achievement. Consistent with this ongoing politicization of educational practices, there has been a concomitant downgrading of academic merit and standard measures of educational achievement, especially standardized tests. In the name of fairness and “equity,” school systems in Democratic-controlled states and counties have taken steps to de-emphasize such measures as a means of evaluating students and controlling admissions to advanced courses, programs, and elite schools.
It hasn’t quite reached the “all shall have prizes” stage, but the message to aspiring students and parents who see educational achievement as their route to upward mobility and success in life is clear: students can no longer rely on hard work and objectively good academic performance to attain their goals (see “Your Neighborhood School Is a National Security Risk,” features, Winter 2024). Other priorities of the school system may take precedence, reducing the payoff from their performance. This does not sit well with most parents, who see it as public schools’ responsibility to encourage and reward their children’s talent and hard work. Democrats have been hurt by their diminishing association with what parents care about the most.
Getting Their Groove Back
In light of all this, is it possible for Democrats to regain their mojo on education during the 2024 election cycle? I think it is, though it will require changing their approach considerably from current practices. And it’s worth doing so. Even if education is not a central issue in the presidential contest, it is sure to loom large in many congressional, gubernatorial, and state legislative races.
Here’s how Democrats can decisively change their current image on education and rebuild their advantage on the issue.
Get ideology, whether from the Left or Right, out of schools.Voters are sick of the culture wars around schools. Overwhelmingly, they just want children to get a good education based on standard academic competencies, not instruction in a politically inflected worldview. Democrats must assure voters that the former is their number-one priority. Just as they oppose attempts from the Right to inject their ideology into schools by restricting critical discussion of American history and society, so they must also oppose efforts by those on the Left to impose their views on curricula and analysis of social issues. Neither is appropriate. The job of schools is to give students the tools to make informed judgments, not tell them what those judgments should be.
Articulating this point would signal to voters that Democratic politicians understand what the real priorities of schools should be. But they shouldn’t leave it at that. They should advocate the addition of something positive to schools—that is, to “teach kids what it means to be an American,” in the words of Albert Shanker, the pathbreaking president of the American Federation of Teachers in the late 20th century.
By doing so, Democrats could dissociate themselves from the jaundiced and divisive attitudes of many progressive activists and embrace instead an approach emphasizing what students have in common as Americans. As education scholar Richard Kahlenbergwrites, civics instruction in public schools should embrace (or get back to) teaching
the core of the American Creed: the veneration of liberty and equality promised by the Declaration of Independence and the U.S. Constitution…The Declaration and Constitution provide, as the Fordham Institute notes, “a common framework for resolving our differences even as we respect them.”… In emphasizing America’s distinctive system of governance, students can appreciate a shared American identity focused on shared values that counters both right-wing white identity politics that sees only white Christians as “real Americans” and left-wing race essentialism that sees a person’s race, ethnicity, gender, and religion as far more important than what citizens have in common as Americans.
Maintain high achievement standards for all groups, even while seeking to close racial disparities. The Democrats have a merit problem, and that has infected their approach to schools and schooling. The traditional Democratic theory of the case ran like this: discrimination should be opposed and dismantled and resources provided to the disadvantaged so that everyone can fairly compete and achieve. Those who were meritorious would be rewarded; those who weren’t would not be.
Democrats have lost interest in the last part of their case, and that abandonment undermines their whole theory. Merit and objective measures of achievement are now viewed with suspicion as the outcomes of a hopelessly corrupt system, so rewards should instead be allocated on the basis of various criteria allegedly related to social justice. Instead of dismantling discrimination and providing assistance so that more people have the opportunity to acquire merit, the real solution is to worry less about merit and more about equal outcomes—“equity” in the parlance of our times.
But here’s what ordinary voters believe: “Racial achievement gaps are bad and we should seek to close them. However, they are not due just to racism, and standards of high achievement should be maintained for people of all races.” This statement was tested in a nationwide poll of more than 18,000 registered voters by RMG Research and elicited 74 percent agreement versus a mere 16 percent disagreement. In Wisconsin, the statement generated agreement by 91 percent of Republicans and 64 percent of Democrats.
Democratic politicians should fearlessly endorse this statement and assure voters that they are all about high standards, high achievement, and how they go together in successful schooling. Democrats should forthrightly oppose the watering down of academic standards in the name of equity and defend elite programs based on academic merit and rigorous tests. The latter is particularly important for reaching Asian voters and stopping the ongoing decline in their support for Democrats.
Provide more choice within the public school system. Public schools have been losing students lately to private schools and homeschooling, as misplaced priorities and academic failures in many public schools have some parents heading for the exits. That typically means they aren’t happy with the public school their child is assigned to. An obvious way to mitigate this problem is simply to give parents more choice of where they can send their child to school, through both more options within the local school system and a wider array of charter schools.