Education schools prioritize activism over teaching
Daniel Buck, my colleague at the American Enterprise Institute, has just published an important new study of America’s graduate schools of education. The study has deservedly generated attention because he found that many of these schools display “a concerning ideological asymmetry, advancing dogmas grounded in progressive and critical theory frameworks.”
TL;DR
- A study of graduate education schools revealed an ideological asymmetry, favoring progressive and critical theory frameworks.
- Traditional readings were consistently outnumbered by critical theory material in teacher preparation programs.
- Research on education school syllabi spanning over two decades shows a consistent pattern of ideological imbalance.
- Concerns persist about whether aspiring teachers are adequately trained in foundational subjects and effective pedagogy.
- Improvements in reading instruction are noted, but a significant percentage of programs still fall short.
- Structural issues like state standards and accreditation have been insufficient in maintaining quality.
- Recommendations include eliminating master's degree pay premiums and tying accreditation to outcomes.
- The author argues that education schools have prioritized personal inquiry and grievance over teaching the basics.
- The focus has shifted, recasting teachers as facilitators rather than direct educators.
- Activism and the promotion of ideologies are seen as inappropriate roles for teachers in the classroom.
- Education schools are criticized for not spending enough time teaching teachers how to teach, a concern raised for over 20 years.