Archives for category: Education Reform

I think most educators would agree that they are tired of getting lectures from billionaires about how to teach or how to fix the problems of American education.

But Peter Greene reports that the richest man in the world, Elon Musk, has decided it’s time for him to add his uninformed views to those of Bill Gates, Betsy DeVos, the Walton family, and a long list of financiers, all of whom use their wealth to change the schools.

Greene writes:

Elon Musk has some thoughts about education, and because he’s Very Rich, Fortune Magazine decided it should share some of those thoughts, despite Musk’s utter lack of qualifications to talk about education. 

Reporter Christiaan Hetzner mostly covers business in Europe, so it’s not clear how he stumbled into this particular brief piece, which appears to be lifting a piece of a larger conversation into an article. I’d love a new rule that says every time an outlet gives space to a rich guy’s musings about areas in which he has no expertise, the outlet also publishes a piece about the musings of some ordinary human on the topic–maybe even an ordinary human who is an expert in the area.

Hetzner launches right in with both feet.

More than a century ago, Irish playwright George Bernard Shaw wrote, “He who can, does. He who cannot, teaches.” Well, Elon Musk is a doer with a lot of children, and he’s reached the conclusion he doesn’t want his kids to learn from some has-been or never-was simply because they landed a job in a local school thanks to a lack of competition.

It’s not clear if Hetzner is editorializing or trying to channel Musk’s point of view (I think perhaps the latter), but somebody here is really full of it. I’m not going to argue about Musk’s doer qualifications, though his ability to profit off the work of others and his interminable botching of twitter leave me unpersuaded of his genius. But this characterization of teachers is some serious bullshit. And things aren’t going to get better.

Over his lifetime, teaching fundamentally remained the same experience: an adult standing in front of a chalkboard instructing kids.

Of course, I don’t know how they did things in South Africa when little Elon was a young emerald prince, but the “school has never changed” trope is tired and silly and a clear sign that someone knows little about what is happening in education. 

But sure. There is still an adult in a classroom, much as cars are still four wheels, one in each corner. But perhaps that’s because Musk appears bothered that the shifts in tech that are “upending the labor force” haven’t yet touched teachers. 

Musk calls for compelling, interactive learning experiences. His example is that, rather than teaching a course about screwdrivers and wrenches, have them take apart an engine and in the process learn all about screwdrivers and wrenches. I’m sure that my former students who learned about operating heavy machinery by operating heavy machinery, or learned about welding by welding, etc, would agree. I’d even extend his argument to say that instead of trying to teach students to read by doing exercises and excerpts, we could have them read whole works, even novels. 

But just in case you’re not catching who Musk blames, Hartzen notes that Musk says that the system failed students because “the talents of the teaching staff tasked with imparting this knowledge to their students were sophomoric at best.”

Then Musk throws in an entertainment analogy. Teachers are like the “troubadours and mummers of yesteryear who traveled from one backwater to the next, offering their meager services to those desperate for their brand of amateur entertainment.” Education today is like “vaudeville before there was radio, TV, and movies.” Which compresses a variety of different developments, but okay. 

Then along came Hollywood, and a critical mass of the most talented screenwriters, directors, and actors around joined forces to produce compelling and engaging content that can cost tens if not hundreds of millions of dollars.

So, what? We’re supposed to inject hundreds of millions of dollars into education? And does this idea still work if we notice that the “content” cranked out by Hollywood is only “compelling and engaging” to some people. 

Finally, Musk throws in a reference that Hertzen calls “bizarre”– thespians entertaining the locals in Small Town U.S.A. with a “low-budget rendition” of the caped crusader couldn’t compete with Christopher Nolan’s Batman. 

To finish his article, please open the link.

Musk made a fortune as the owner of Tesla, but Tesla has the highest accident rate of any car on the road, says Forbes. Last year, two friends of mine were in a horrific accident: their car collided with a Tesla late at night on a highway. The Tesla burst into flames, and both cars were engulfed in an intense fire. When the firefighters arrived, they were unable to douse the flames. The lithium battery burned for two hours. All four people in the two cars died. The highway, more than a year later, still has the marks left by the fire.

Jitu Brown is running for the new school board in Chicago. Please join me for a virtual house party Monday at 6 p.m.

I have known and admired Jitu Brown for over a decade. For years, Jitu has fought for great neighborhood public schools in Chicago, even putting his health on the line by engaging in a hunger strike to keep Dyett High School open when then-Chicago mayor Rahm Emmanuel attempted to shut it down. 

Jitu is one of my heroes and one of my teachers.

Jitu is not only an extraordinary warrior for educational justice and equity in Chicago but also the leader of a national organization, Journey for Justice, that networks public school advocates in all of our major cities fighting for excellent and equitable public schools.  For years, Jitu served as a member of the NPE Action Board.

One of Jitu’s causes, fighting to restore elected local control of Chicago’s public schools, has now been realized. 

I am delighted that Jitu is running for a seat on the newly formed local school board, representing the 5thDistrict Seat on the West Side of Chicago. However, to gain that seat he will need our help. 

 I am asking that you join me in supporting Jitu’s campaign by attending a virtual house party for Jitu this Monday, May 13, beginning at 7:00 pm EST./6 pm CST. The link to this important event is below. I hope to see you there!

 Virtual House Party for Jitu Brown (Chicago’s 1st Elected School Board!) Time: Monday, May 13, 2024 06:00 PM Central Time (US and Canada) Join Zoom Meetinghttps://us06web.zoom.us/j/82630667170?pwd=tB1A9KkDg8a9DXKgbBonCgqlRmUApU.1 (https://us06web.zoom.us/j/82630667170?pwd=tB1A9KkDg8a9DXKgbBonCgqlRmUApU.1) Meeting ID: 826 3066 7170 Passcode: JITU!

 

Mike Miles, the superintendent imposed on the Houston Independent School District, announced major budget cuts and staff layoffs. Among those released: two principals of the year for 2023. Miles was trained by the Broad Superintendents’ Academy to disrupt, and he’s doing it.

Houston ISD alerted dozens of teachers and principals of both performance-based job cuts and budget-forced reductions this week, prompting parents across the state’s largest school system to plan another round of protests as the tumultuous school year under state takeover nears an end. 

Among the dozens of teachers and principals asked to leave: both the HISD Elementary and Middle School Principals of the Year in HISD in 2023. 

Neff Elementary Principal Amanda Wingard confirmed in a Facebook post Thursday that the school district asked her to resign.

“I have loved Neff and the Sharpstown community for the last 35 years,” wrote Wingard, who was honored at a banquet a year ago for her leadership.

Alongside her is 2022-23 Middle School Principal of the Year, Auden Sarabia, who told his staff at Meyerland Performing and Visual Arts this week that he was asked to resign or go before the Board of Managers, a teacher and parents confirmed. Saraba has worked for HISD for 18 years.

Crockett Elementary Principal Alexis Clark is also not returning to her visual and performing arts magnet campus near the Heights.

“I’m heartbroken. We’re all heartbroken. I’ve done my best to protect my kids — they’re young — from what’s happening,” said Liz Silva, PTO fundraising chair and incoming president. “Can’t really avoid the topic anymore with them…” 

The Houston Chronicle is working to confirm other principal departures, and, in some cases it is unclear whether principals are resigning or being forced out. Even before this latest round of cuts, HISD’s principal turnover had been high under Miles.

The school district’s Board of Managers unanimously permitted job cuts Thursday night prior to the 2024-2025 school year. Positions subject to cuts include nurses; librarians; counselors; assistant principals; principals; reading, math and science teachers; and special education coordinators. It’s unclear at this time how many termination notices have been handed out and how many positions total will be cut.

Governor Abbott’s plans to wreck the district and destroy the morale of educators and parents are on track. Remember that the state took over the district because one school was not improving, although it did improve in the year before the takeover.

The takeover is a politically motivated sham.

The Center for Educational Equity at Teachers College, Columbia University, reported on a major court decision affecting New York City’s public schools. The battles over segregation began in the nation’s largest city in the 1960s. Until the mid-1960s, the city’s public schools had a white majority. From that point forward, the white enrollment steadily declined and is now slightly less than 15% of one million students. While racial balance in every school would be impractical, given the great distances that students would have to travel, demands for desegregation have been replaced by demands for equitable access to the city’s elite high schools. Admission to these schools is based on one test given on one day. Despite perennial protests against the selection process, it can only be changed by the state legislature. There, alumni of the selective high schools oppose any changes. The greatest beneficiaries of the test-based admissions system are Asian students; they are 16.5% of the enrollment, but win 54% of the offers to the elite high schools.

These are the latest demographic data from the NYC Departnent of Education:

In 2022-23, there were 1,047,895 students in the NYC school system, the largest school district in the United States. Of those students:

  • 14.1 percent of students were English Language Learners
  • 20.9 percent were students with disabilities
  • 72.8 percent were economically disadvantaged
  • Race or ethnicity:
    • 41.1 percent Hispanic
    • 23.7 percent black
    • 16.5 percent Asian
    • 14.7 percent white
  • 140,918 were in charter schools

The Center for Educational Equity at Teachers College, Columbia University, issued the following press release:

Last week, the Appellate Division, First Department, issued a striking school desegregation decision. The Appellate Division unanimously reversed the lower court’s dismissal of the case IntegrateNYC v. State of New York , ruling that plaintiffs could proceed to trial to prove their claim. The plaintiffs allege that New York City’s examination system for selecting students for its elite high schools and its systems for choosing students for gifted and talented programs (beginning as early as age four), deny Black and Latinx students their right to the opportunity for a sound basic education.

IntegrateNYC, Inc., is a youth-led organization “for racial integration and equity in New York City schools.” They are joined as plaintiffs in this case by two parent organizations and current and former public-school students. The defendants are the state and city government entities that oversee New York City’s public education system: the State of New York, the governor, the New York State Board of Regents, the New York State Education Department, the New York State Commissioner of Education, the mayor of the City of New York, the New York City Department of Education, and its chancellor.

The defendants are expected to appeal this decision to the Court of Appeals, New York’s highest court. If the Appellate Division decision is upheld by the Court of Appeals, this case will be the first legal challenge to the selective high schools examination system established by state statute in 1971. In 2021, Black and Latinx students comprised nearly 70% of the New York City school system, yet they received, respectively, only 3.6% and 5.4% of the specialized high school offers, while white and Asian students received, respectively, 28% and 54% of the offers.

The Appellate Division decision, written by Justice Peter Moulton, also established an important new precedent in holding that claims of racial segregation, if proven, would constitute a denial of students’ rights under Article XI of the New York State Constitution to the opportunity for a sound basic education. That right was established by the Court of Appeals in Campaign for Fiscal Equity (CFE) v. State of New York in 2003. That case held that a denial of adequate funding for students in the New York City Public Schools constituted a constitutional violation. Subsequent court rulings that have relied on CFE seemed to indicate that claims of a denial of the opportunity for a sound basic education would be limited to allegations of inadequate school funding. Justice Moulton’s decision in IntegrateNYCnow shows that such claims can also be based on allegations of intentional segregation.

New York is now the second state in which a state court has held that school segregation may constitute a denial of an adequate education under the state constitution. Earlier this year, the Minnesota Supreme Court held in Cruz-Guzman v. State of Minnesota that the racial imbalance in the Minneapolis and St. Paul school systems would constitute a violation of the state constitution’s “thorough and efficient” education clause if plaintiffs can show at trial there is a causal link between such racial imbalance and inadequate education.

These state court developments in New York and Minnesota may constitute significant precedents for school desegregation reforms. They could open opportunities for advocates throughout the country to promote school desegregation claims that have been stymied in recent years by decisions of the U.S. Supreme Court that have substantially restricted the scope of desegregation claims under federal law.

Nick Covington taught social studies for a decade. He recently decided to delve into the mystique of “the science of reading.” He concluded that we have been “sold a story.”

He begins:

Literacy doesn’t come in a box, we’ll never find our kids at the bottom of a curriculum package, and there can be no broad support for systemic change that excludes input from and support for teachers implementing these programs in classrooms with students. 

(Two hands pull apart a book)

Exactly one year after the final episode of the podcast series that launched a thousand hot takes and opened the latest front of the post-pandemic Reading Wars, I finally dug into Emily Hanford’s Sold A Story from American Public Media. Six episodes later, I’m left with the ironic feeling that the podcast, and the narrative it tells, missed the point. My goal with this piece is to capture the questions and criticisms that I have not just about the narrative of Sold A Story but of the broader movement toward “The Science of Reading,” and bring in other evidence and perspectives that inform my own. I hope to make the case that “The Science of Reading” is not a useful label to describe the multiple goals of literacy; that investment in teacher professionalization is inoculation against being Sold A Story; and that the unproductive and divisive Reading Wars actually make it more difficult for us to think about how to cultivate literate kids. The podcast, and the Reading Wars it launched, disseminate an incomplete and oversimplified picture of a complex process that plasters over the gaps with feverish insistence.

Sold a Story is a podcast that investigates the ongoing Reading Wars between phonics, whole language, balanced literacy, and “The Science of Reading.” Throughout the series, listeners hear from teachers who felt betrayed by what school leaders, education celebrities, and publishers told them was the right way to teach, only to later learn they had been teaching in ways deemed ineffective. The story, as I heard it, was that teachers did their jobs to the best of their personal ability in exactly the ways incentivized by the system itself.  In a disempowered profession, the approaches criticized in the series offered teachers a sense of aspirational community, opportunities for training and professional development, and the prestige of working with Ivy League researchers. Further, they came with material assets – massive classroom libraries and flexible seating options for students, for example – that did transform classroom spaces. 

Without the critical toolkit and systemic support to evaluate claims of effectiveness, and lacking collective power to challenge the dictates of million dollar curriculum packages, teachers taught how they were instructed to teach using the resources they were required to use. And given the scarcity of educational resources at the disposal of most individual teachers, it’s easy to see why they embraced such a visible investment in reading instruction. Instead of seeing teachers in their relation to systemic forces – in their diminished roles as curriculum custodians – Hanford instead frames teachers who participated in these methods as having willingly bought into a cult of personality, singing songs and marching under the banners of Calkins and Clay; however, Hanford also comes up short in offering ways this story could have gone differently or will go differently in the future.


A key objective of Sold A Story is to communicate to listeners that “The Science of Reading” is the only valid, evidence-based way to teach kids to read and borders on calling other approaches a form of educational malpractice, inducing a unique pedagogical injury. In the wake of Sold A Story, “The Science of Reading” itself has been co-opted as a marketing and branding label. States and cities have passed laws requiring “The Science of Reading,” sending school leaders scrambling to purchase new programs and train teachers to comply with the new prescription. 

In May 2023, the mayor of New York City announced “a tectonic shift” in reading instruction for NYC schools. The change required school leaders to choose from one of three pre-approved curriculum packages provided by three different publishing companies. First-year training for the new curriculum was estimated to cost $35 million, but “city officials declined to provide an estimate of the effort’s overall price tag, including the cost of purchasing materials.” NYC Schools also disbanded their in-house literacy coaching program over the summer to contract instead with outside companies to provide coaching. It’s hard not to conclude that the same publishing ecosystem that sold school leaders and policy-makers on the previous evidence-based reading curriculum – and that Hanford condemns in the podcast – is happy to meet their current needs in the marketplace. Meet the new boss, same as the old boss. 

Now, months into the new school year and just weeks before Winter Break, how is the hurried rollout of the new reading curriculum going for NYC schools and teachers? One Brooklyn teacher told Chalkbeat they still hadn’t received the necessary training to use the new materials, “The general sentiment at my school is we’re being asked to start something without really knowing what it should look like, I feel like I’m improvising — and not based on the science of reading.” A third-grade teacher said phonics had not been the norm for her class, and that she hasn’t “received much training on how to deliver the highly regimented lessons.”  Other teachers echo the sentiment of feeling rushed, hurried, and unprepared. One 30+ year veteran classroom teacher mentioned that she has “turned to Facebook groups when she has questions.” The chaotic back-and-forth was also recognized by many veteran teachers responding to the Chalkbeat piece on social media. One education and literacy coach commented, “I sometimes wonder how many curriculum variations I’ve seen in the last 3 decades – ’Here teachers [drops off boxed curriculum],  now teach this way’ –  hasn’t changed student outcomes across systems.” 

Open the post to read Covington’s review of the research on phonics-based programs. No miracle. No impressive rise in test scores.

Most of my professional career has been devoted to debunking “miracles“ in education. Whole language was not a miracle cure. Neither is phonics.

Why not take the sensible route? Make sure that teachers know a variety of methods when they enter the profession. Let them do what they think is best for their students. Not following the fad of the day, but using their professional knowledge.

Jan Resseger explains how young people are injured when adults censor what they read and teach them inaccurate history.

She writes:

Public schools, which serve more than 50 million of our nation’s children and adolescents are perhaps our society’s most important public institution. Unlike private schools, public schools guarantee acceptance for all children everywhere in the United States, and they protect the rights of all children by law. And unlike their private school counterparts, public schools are also required to provide services to meet each child’s educational needs, even children who are disabled or who are learning the English language.

Today’s culture war attacks on public education drive fear of “the other” and attempt to frighten parents about exposing their children to others who may come from other countries, from other cultures, from a different race or ethnicity, from a different religion, or from a gay or lesbian family.

The idea of insulating children is, however, counter to the whole philosophical tradition that is the foundation for our system of public schooling.

More than a century ago, education philosopher John Dewey declared: “What the best and wisest parent wants for his own child, that must the community want for all of its children… Only by being true to the full growth of all the individuals who make it up, can society by any chance be true to itself,” (The School and Society, p. 5)

For Dewey, however, educating all children together without insulating them was important as more than an abstract principle. Dewey believed that the experience of school was itself a way of learning to live in a broader community: “I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life… I believe that much of present education fails because it neglects… the school as a form of community life… I believe that… the best and deepest moral training is precisely that which one gets through having to enter into proper relations with others in a unity of work and thought.” (My Pedagogic Creed, January 1897)

A hundred years later, in 1998, the political philosopher Benjamin Barber defended the idea of public schools as a microcosm of the community: “America is not a private club defined by one group’s historical hegemony. Consequently, multicultural education is not discretionary; it defines demographic and pedagogical necessity.  If we want youngsters from Los Angeles whose families speak more than 160 languages to be ‘Americans,’ we must first acknowledge their diversity and honor their distinctiveness.”( Education for Democracy,” in A Passion for Democracy: American Essays, p.231).

And in the same year, another philosopher of education, Walter Feinberg explained that in public school classrooms students should learn to tell their own stories, to listen and respect the stories of others, and through that process prepare for democratic citizenship: “That there is an ‘American story’ means not that there is one official understanding of the American experience but, rather, that those who are telling their versions of the story are doing so in order to contribute to better decision making on the part of the American nation and that they understand that they are part of those decisions. The concept is really ‘Americans’ stories.’” (Common Schools: Uncommon Identities, p. 232) (emphasis in the original)

Today, of course, the culture wars attacks on public education seek to reshape the curriculum, silence controversial discussion, and ban books.

Massachusetts political science professor Maurice Cunningham explains that well-funded advocates for reshaping school curricula—including the Heritage Foundation, the Manhattan Institute, the Council for National Policy and a number of dark money groups—are spending millions of dollars to fan the fears of parents by supporting local advocates in organizations like Moms for Liberty and Parents Defending Education. The goal is to agitate against overly “woke” public school curricula and to frighten parents by telling them that teachers are frightening children by including the nation’s sins as well as our society’s virtues as part of the American history curriculum, and by encouraging children to listen to the voices of people who have traditionally been marginalized.  There is, however, no evidence that our children have been personally or collectively frightened when they learn about slavery as the cause of the Civil War or when they learn about gender identity as part of a high school human sexuality curriculum. Accurate and inclusive curricula and open class discussion where all voices are heard and considered are essential for truly public education.

Robert Samuels’ When Your Own Book Gets Caught Up in the Culture Wars profoundly explains the damage wrought by book banning, Samuels, a Washington Post reporter and his colleague Toluse Olorunnipa, had just won the 2023 Pulitzer Prize for General Nonfiction last fall when they were invited to a Memphis high school to discuss their new book, His Name Is George Floyd: One Man’s Life and the Struggle for Racial Justice.  Samuels describes why he wanted to share his book with the Memphis high school students: “I had once been told that the answer to anything could be found in a book… One day, during my senior year, I was browsing an airport bookstore when I saw Stokely Carmichael’s autobiography, “Ready for Revolution.” A whole chapter was devoted to Bronx (High School of) Science, which he had also attended. I was riveted. It started with an officer hassling him on the street, only to be stunned when Carmichael shows him a book with the school’s logo. Although our time there was separated by four decades, we both had the same confusion upon discovering that white classmates had grown up reading an entirely different set of material….  We were both surprised by how little dancing there was at white classmates’ parties. ‘It was at first a mild culture shock, but I adapted,’ he wrote. I, too, had to learn to adapt, to not be so self-conscious about getting stereotyped because of my speech, my clothes, my interests. It was the first time I had ever truly felt seen in a book that was not made for children.”

Samuels and Olorunnipa received a call just before their Memphis visit warning them they could not read from the book and that the school could not distribute copies to students. And during their visit, it became evident that students’ questions had even been carefully edited by their teachers.  Then, in the weeks after the visit, the Memphis-Shelby County school staff and event sponsoring organization stepped all over themselves trying to apologize to Samuels and Olorunnipa.  It became evident that school staff had been frightened and intimidated by school district regulations; the penalties were severe while the rules themselves remained unclear.

Samuels describes what happened: “(T)he spokesperson for the school district e-mailed… to apologize for the miscommunication and misinformation ‘surrounding your recent visit’… (She) defended prohibiting the book itself, on the ground that it was not appropriate for people under the age of eighteen… (She) then admitted that no one involved in the decision had actually read it. The district’s academic department didn’t have time… A staff person in the office searched for it in a library database, noting that the American Library Association had classified it as adult literature.” There was one positive result of the whole fiasco:  with a donation from Viking Books, the publisher, a Memphis community development group, promised any student from Whitehaven High School a free copy of His Name is George Floyd: One Man’s Life and the Struggle for Racial Justice.

Philosophers of education, academic researchers, educational psychologists, and the students in America’s classrooms all tell us that young people are hurt when the school is forced to remove the books that tell students’ own stories.

Young people are made invisible when state laws suppress accurate teaching about all the strands of the American story including slavery, and what happened during the Civil War, Reconstruction, and the Civil Rights Movement. Children who are gay or lesbian learn that they should withdraw and hide when the words that describe them are banned. Experts also tell us that the other children in the classroom are not frightened when, for example, a classmate shares the challenges his or her family faced as immigrants trying to find a place to feel welcome.

Please open the link and finish reading this important article.

One reason that big charter donors fund charter schools is to break the teachers’ union, whether it’s AFT or NEA. Big business has opposed labor unions since they were first organized. 90% of charters have no union affiliation, and the Waltons and DeVos-funders want to keep it that way. A few days ago, a charter school in D.C. voted to unionize. Why? Because the teachers think they need a union to bargain with the charter leadership and make sure they get due process, health benefits and a pension. They want what only unions can get.

For Immediate Release
May 2, 2024

Contact:
Kelley Ukhun
513/578-2646
kukhun@dcacts1927.com

Capital City Public Charter School in D.C. Votes for a Voice on the Job

All 200 Teachers and Other School Staff Will Be Members of 

DC Alliance of Charter Teachers and Staff, DC ACTS, AFT

WASHINGTON—Teachers and all other school staff at Capital City Public Charter School in Washington, D.C., voted tonight to unionize, joining the membership of the District of Columbia Alliance of Charter Teachers and Staff, DC ACTS, an affiliate of the AFT.

Capital City Public Charter School has 200 employees, including teachers, instructional assistants, counselors, librarians, secretarial staff and custodians, all of whom will be represented by DC ACTS. The school educates 1,000 pre-K through 12th-grade students. DC ACTS also represents all employees at both Mundo Verde Public Charter School campuses in D.C.

“Capital City educators and other employees want to have a voice when the school makes decisions about the education of their students. They are the folks who are in the classrooms every day and who work the closest with the kids and know best what’s needed for them to thrive and excel. Only through a union can this be accomplished,” said DC ACTS Acting President Kelley Ukhun, adding that she hopes to be able to negotiate a first contract in the coming months.

Besides having a voice in decisions made about their school, Capital City employees said they want to end a “right to work”-contingent atmosphere in which every staff member was subject to annual contract renewal, making it increasingly difficult to recruit and retain staff given the precarity. Educators and staff also indicated a collective desire for better retirement benefits, a more progressive and transparent discipline procedure (including a grievance and arbitration system) and a duty-free lunch period.

Guadalupe Campos, a Capital City high school Spanish teacher, strongly supports the union.

“I believe that all workers, regardless of rank or position, deserve the opportunity to participate in decisions that affect students, our families and ourselves. United, we can create a healthy, equitable and sustainable environment for all,” she said.

Kate Lenegan, an after-school teacher, said: “I support this union because our staff is what makes Capital City great, and our students deserve the best from us.”

AFT President Randi Weingarten said this labor victory reflects a growing trend of workers organizing across the country, growing the labor movement so that we can be a force that improves the lives of workers, their families and their communities.

“Whether it’s at a traditional public school or college, or whether it’s at a charter school or any other workplace, working people are seeing the value of a union as a vehicle to access a better life for themselves, their families, and the communities they serve,” Weingarten said. “That’s why the AFT has seen unprecedented organizing growth, organizing 146 new units across multiple sectors, including education, higher education, healthcare and public service since our last convention in July 2022.

Charter school educators see this, Weingarten said. The AFT represents about 7,500 educators and school staff across the country at more than 250 charter schools. More than 1,000 teachers and staff at more than 15 charter schools have organized with the AFT just since the start of the 2022-23 school year, and hundreds of those have already won strong first contracts at their schools. 

“Union membership can be transformative in the life of any working person. I am so glad the educators of Capital City have elected to join us. We are so happy to welcome them. We want working folks everywhere to know: The AFT is the home of the people who make a difference in other people’s lives. We fight for real solutions that make our workplaces and our communities safer, stronger, and more democratic, and we show up when it counts. Together, we can win the future,” Weingarten said.

The Washington Teachers’ Union, which represents educators at District of Columbia Public Schools, applauded the Capital City employees’ vote.

“All staff, whether in regular public schools or charter schools in the private sector, deserve the rights and respect afforded to them through union membership. We are all stronger together, and the WTU looks forward to working in partnership with DC ACTS as it grows with this exciting win at Capital City,” said WTU President Jacqueline Pogue Lyons.

Juan Perez Jr. of Politico painted a portrait of the State Superintendent who is leading the charge to put God into America’s classrooms. Whose God? The God of Protestants? Catholics? Jews? Muslims? Buddhists? Hindus? Or which sect of any of these religions or the scores not listed here? And what about atheists?

There is good reason that our Founding Fathers wanted to separate church and state. They were well aware of the havoc and wars that religious sectarians had inflicted on Europe for centuries. They did not want to import that religious divisiveness here. So while they were perfectly willing to praise religion in general, they wanted every sect to practice its own religion and they wanted to bar the state from imposing any religion. They made that clear in the First Amendment to the Constitution.

Ryan Walters of Oklahoma is leading the charge to make America’s schools religious. He knows that the rightwing domination of the U.S. Supreme Court has taken a sledgehammer to the wall that was supposed to separate church and state in recent rulings; consequently, states may now fund religious schools. SCOTUS unleashed the recent wave of voucher legislation in red states.

TULSA, Oklahoma — “You are at Ground Zero of the left’s war on education,” Oklahoma State Superintendent of Public Instruction Ryan Walters told the crowd inside a barbecue joint on a blazing August afternoon last year.

The day’s Tulsa County Men’s Republican Club meeting opened with a prayer, the Pledge of Allegiance and an ovation for the gathering’s featured speaker. Walters, a 38-year-old ex-teacher, was not here just to chat up a friendly audience and raffle off some Newt Gingrich and Rush Limbaugh books. He was here to make a case that, in a country he sees as corrupted by liberal indoctrination and beset with a civil war over young minds, God has a place in public schools.

“I’m going to get to the biggest assault that you see,” Walters said to the hushed gathering of predominantly older, white voters. Something, he said, “that makes the left the most mad”: “If you say a prayer. If you mention God. If you were to even quote the Declaration of Independence and say we’re endowed — by who? — our Creator with certain inalienable rights. Folks, that is key to our young people’s understanding of what made this country great.”

Walters became superintendent, a role that oversees all public education in the state, a year ago after winning a commanding margin during 2022’s midterm elections, and he’s quickly catapulted himself to the forefront of social conservatives’ influence over education just as the 2024 presidential election promises enormous consequences for American schooling. Wielding a doctrine of brimstone-salted classroom policy, he is the incarnation of a post-pandemic GOP school takeover attempt that has boiled over from local boards to higher-profile jobs like state superintendent and beyond.

Walters has tried to use his office to back a courtroom battle over the nation’s first public religious charter school — a Catholic institution that would be financed by taxpayers but free to teach, enroll and expel students based on faith-based doctrines just like a private parochial school.

Supporters view the concept as the natural outcome of a growing school choice movement that claims legal backing from a conservative-controlled Supreme Court. Opponents say it’s the next frontier in a “full-on assault on church-state separation and public education.” Either way, Walters and his allies are advocating an enormous shift in how schools work in the United States.

But he hasn’t restricted himself to just that cause. He’s instead interjected himself into a consistent string of news cycles. He’s described teacher unions as Marxist terrorist organizations (in the same state where domestic terrorists bombed a federal building and killed 168 people three decades ago). He explored a takeover of the Tulsa Public Schools system, Oklahoma’s biggest, after a fight with the district’s former leader that ultimately led to her resignation. He appointed Chaya Raichik, the far-right social media star who runs the Libs of TikTok account, to a state library committee in January, months after her criticism of a satirical video from a Tulsa school librarian sparked bomb threats.

His staunch opposition to LGBTQ+ rights has come under increasing national focus over the past month following the death of Nex Benedict, a 16-year-old nonbinary student in Owasso who, according to a preliminary medical examiner report, died from an apparent suicide after a bathroom altercation at their high school. Last week, Benedict’s family released more detailsthat documented “numerous areas of physical trauma over Nex’s body that evidence the severity of the assault” while calling on public officials and schools to “come together to prevent any other family from having to suffer through the heartache now borne by Nex’s loved ones.”

Hundreds of civil rights, education and LGBTQ+ organizations have demanded legislators remove Walters from office and investigate his department, asserting his conduct “shows a willful rejection of his duty to protect the health and welfare of the children in Oklahoma’s public schools.” In response, his office said: “Superintendent Walters will never back down to a woke mob.”

Walters has addressed lawmakers in Washington on Capitol Hill and spoken at the past year’s biggest conservative gatherings. He endorsed Donald Trump’s 2024 presidential bid — after, he said, receiving a call from the former president himself.

But unlike some of his ideological allies, Walters must tend to more than messaging. He is responsible for running a massive, complex government agency that oversees more than $3 billion in spending plus the education of hundreds of thousands of young people. While his hard-line politics have put him at the vanguard nationally, and often in line with the Republican base, his views have alienated an unexpected cohort of former allies and fellow conservatives in Oklahoma — and prompted a battery of unflattering coverage from a dogged corps of local journalists.

Last year state Republican Gov. Kevin Stitt removed Walters as education secretary, another role he’d been appointed to and in which he was serving simultaneously. A flood of employees has abandoned the state education agency, including high-profile departures who have publicly criticized Walters’ leadership and sued him for wrongful termination. An Oklahoma City-area school district is also suing Walters’ office, challenging orders to remove two books — including the 2003 novel The Kite Runner — from its high school libraries after the state library committee proclaimed they contained pornographic material. The superintendent’s office used state resources to hire a communications firm tasked with boosting Walters’ national profile, according to one local investigation that has raised questions about improper spending.

“What’s a shame is that he and I — we didn’t agree on a lot of things — but we agreed on public education and educating our kids,” said Republican state Rep. Mark McBride, an assistant floor leader and education appropriator who now is one of Walters’ fiercest conservative critics. “Since he got elected, he just has gone off the rails. I can’t support much of anything he does.”

Walters is also facing more potential legal trouble; the FBI and Republican Attorney General Gentner Drummond have looked into questions surrounding Walters’ campaign and a prior role he held leading a prominent education nonprofit once known as Every Kid Counts Oklahoma, according to four people familiar with the probes. Democrats have sought to impeach him. Republicans have subpoenaed him.

“My speculation, and I have heard that he’s made this comment, is that he would like to run for governor,” said McBride, who proposed legislation to curb the superintendent’s power soon after Walters took office. “I’m sure that he might consider himself as a [federal] secretary of Education … or something like that if he’s crazy enough.”

Yet if Walters is chastened by his array of opponents, he does not show it publicly. In a statement to POLITICO Magazine, Dan Isett, a Walters spokesperson, said staff departures were necessary to “end a union stronghold in Oklahoma’s education,” that Walters has never been interviewed or subpoenaed by federal investigators, and that “the liberal media and jealous liberal activists” have sought to undermine the superintendent.

And after Tulsa’s GOP gathering emptied, Walters compared his work to one of his political idols. “He took some hard-line stands,” Walters told me of Winston Churchill in a slight Oklahoma drawl, between sips of sweet tea. He wore a black “W.W.J.D.” band around his wrist. Dressed in designer blue jeans, a navy sportcoat and brown roper boots, Walters seemed at ease as he deployed Fox News-ready talking points, peppered his answers with ‘Yes, sir’ and never raised his voice.

“Oklahomans see very clearly, the left are the ones who politicized the classroom,” Walters told me. “My goal is to take those politics and rid them from the classroom.”

Years before he captivated crowds at national rallies for influential conservative groups such as Moms for Liberty, Walters was his hometown’s star teacher.

He grew up in McAlester, a predominantly white southeastern Oklahoma town of about 18,000 people that is home to the state’s infamous penitentiary, a major Army ammunition plant and a string of prominent state Democrats.Walters said he was enchanted as a kid by classroom lessons on American history. He credits his childhood educators, plus supportive parents who serve as a minister and elementary education director at a local church, for nurturing his interest in teaching. He left home for college, attending Harding University, a private Christian institution in Arkansas. But a year after he graduated in 2010, he was back at McAlester High as a teacher.

His first year in the classroom was challenging. He later remembered that it hit him “like a ton of bricks.” But he proved popular both with students and the administration at his alma mater and soon was teaching Advanced Placement history and government courses. He was named McAlester’s teacher of the year in February 2015 and five months later was picked as one of 12 finalists for the state’s highest teaching honor. “An outstanding educator,” Walters was quoted as saying at the time, “can transcend racism, poverty, and all other barriers that stand between a child and success.”

He developed a reputation as a charismatic instructor and tennis coach with a Twitter habit and a regular classroom wardrobe of suits and skinny ties. But in the early days, he largely kept his politics to himself. His online feed was filled with posts admiring Bachelor in Paradise and Game of Thrones, and predictions that Hillary Clinton would win the 2016 presidential election. “You can hear this from my former students; they didn’t know I was conservative,” Walters said.

Walters does not offer much detail on the precise events that shaped his current politics. Former students and some of his onetime colleagues have told me and other journalists that they have trouble reconciling Walters’ political persona with the person they once knew. Walters didn’t seem keen on answering more questions about his evolution, either. He and his advisers were eager to talk when I first started reporting this story last year. But Walters canceled follow-up interviews as controversies piled up through the winter and spring.

Walters did suggest, though, that some of his political views intensified around the time he was nominated for the state’s teacher of the year award. He claims educators he encountered during that time “lashed out” at his support for school choice, though it’s not clear how stridently he made his views known publicly. He also remembered defending Thomas Jefferson during one teacher training that he said criticized the founder’s legacy as a slaveholder. His hard-right views later “crystallized” during his campaign, he said.

“I had these moments where I started to see what’s going on,” Walters said. “There was this dramatic shift, even in a state like Oklahoma, towards these associations and groups in place that are pushing a viewpoint that I just don’t see out of most Oklahomans.”

He started writing op-eds for conservative media outlets The Federalist and Daily Caller, where he suggested defying “unconstitutional court rulings” and criticized the Supreme Court decision that legalized gay marriage. Yet he hadn’t fully adopted his current culture warrior persona. In 2018, he served on a committee that helped write the state’s straightforward social studies curriculum — and praised the final product in 2019 without a single complaint about the type of “woke ideology” he denounces today.

Randy Hughes, McAlester’s former superintendent, would later describe Walters as “one of the most remarkable educators to have served students at McAlester Public Schools.”

And that could have been the extent of Walters’ career, if it wasn’t for a major political patron.

“This guy is nothing without the governor,” said one knowledgeable Oklahoma power broker who requested anonymity to discuss Walters because of the volatile political situation. “He is coaching tennis in McAlester without Kevin Stitt.”

The governor has said the two became friends after meeting at high school tennis tournaments during Stitt’s 2018 campaign while his daughter was competing, and Walters was coaching one of the other teams. “I just knew that his heart was all about kids, it was all about outcomes and it was all about becoming top 10 in education,” Stitt said of Walters in a 2021 Harding University video feature about Walters.

After the governor took office in 2019, Stitt appointed Walters to serve as a member of the state’s Commission for Educational Quality and Accountability. Weeks later, Walters became the executive director of Oklahoma Achieves, a nonprofit established by the state Chamber of Oklahoma in 2013 to advocate on education with the business community.

When he took the job, Walters insisted that he be allowed to continue teaching at McAlester — and start a new second teaching gig at an Oklahoma City high school — in a kind of hybrid in-person and virtual role that augured the sort of classes endured by millions beginning the following year. In the first Covid-19 summer of 2020, Oklahoma Achieves folded into a new nonprofit — with Walters still at the helm — called Every Kid Counts Oklahoma.

Stitt soon announced a $30 million federally funded school pandemic assistance program that featured private education tuition subsidies and grants for families to purchase remote learning curriculum, technology or tutoring. Every Kid Counts Oklahoma and Walters were responsible for awarding the remote learning funds.

The U.S. Education Department and local investigators later documented significant problems with how Oklahoma administered and spent school pandemic assistance funds. Authorities said Walters, in his role at Every Kid Counts Oklahoma, organized a meeting with a company known as ClassWallet before the state gave the firm a no-bid, $18 million contract to help administer Stitt’s tuition and remote learning initiatives. Those programs were also beset with improper spending and insufficient documentation, authorities said.

Back in 2020, though, those issues weren’t yet public knowledge. That September, Stitt cited Walters’ pandemic spending leadership when the governor appointed him as the state’s education secretary. Less than a year later, Walters launched his campaign for state superintendent.

Walters’ entry into electoral politics came at a time when Covid-19 and the country’s racial reckoning had Oklahoma primed to fight over education. Two months before Walters officially launched his campaign in July 2021, Stitt signed state laws that curtailed school mask mandatesand barred educators from requiring courses or teaching concepts that cause individuals to “feel discomfort, guilt, anguish or any other form of psychological distress” due to their race or gender.

During the campaign, Walters praised H.B. 1775, the state’s race and gender teaching requirement, when the American Civil Liberties Union launched a still-ongoing lawsuit to overturn the law. He said the Biden administration was “way out of line” after a state mask mandate ban sparked a fight with the White House. “Only a parent should be able to make the decision if their child receives the vaccines or wears a mask to school,” Walters said while hundreds of mask and vaccine opponents rallied at the state capitol.

By early 2022, Walters’ campaign was defined by taking stances on everyday education issues — such as early childhood reading, school choice, and private sector-friendly school reform — and weaponizing them with a culture war message that resonated with social conservatives. Republican Govs. Glenn Youngkin and Ron DeSantis had already pioneered similar models in Virginia and Florida, noted Matt Langston, Walters’ main campaign aide who would eventually become his chief policy adviser after he took office.

“You can take education and put it into a much broader worldview,” Langston told me. “And that becomes a way of building a very credible base of individuals who may not be ‘education voters,’ but they are looking at it and saying ‘We’re very frustrated. We are very disenchanted with a lot of things that are happening within the country and the state.’”

Social media became a focal point for the campaign’s strategy. That left Walters facing a choice between positive messages that garnered a handful of retweets and impressions, or something darker.

“To be clear, in Oklahoma, our schools are not going to go woke,” Walters said in a widely shared March 2022 video that praised the country’s Christian roots after a religious group criticized his embrace of the state race and gender law. He then wrote in a Fox News op-edthat “the far-left’s attempts to destroy our nation’s history and indoctrinate our children must be stopped.”

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The next month Walters attacked a Stillwater Public Schools policy that had allowed students to use bathrooms corresponding with their gender identity, a policy that had been in place for years without incident, according to the district. “You have chosen radicals over your students, ideology over biology, and ‘wokeness’ over safety,” Walters told the board. The firestorm garnered more media coverage and culminated later in the year with a state law that restricted transgender students’ restroom use.

“When you start looking at those comparisons,” Langston said, “whether he weighs in on ‘We need more teacher pay’ or ‘Our teachers are the greatest here in the state and this is why’ versus rolling out a position on ‘We have to stop porn in schools,’ or ‘We have to stop liberal indoctrination’ — it’s not even close to the amount of attention either one of those gets.”

The strategy paid off. Walters won 41 percent of the vote in a four-way GOP primary, then 53 percent in a party runoff. During the general election, he didn’t stray from appealing to the conservative base. He called to revoke the licenseof a high school teacher who resigned in opposition to Oklahoma’s banned-concepts law and accused his opponents of supporting “radical gender theory.” Former Education Secretary Betsy DeVos and her spouse each donated to Walters. Americans for Prosperity and other national conservative groups sent hundreds of thousands of dollars to support Walters. Texas Republican Sen. Ted Cruz was another backer, and Walters posed for selfies with Youngkin ahead of the election.

Walters won with nearly 57 percent of the general election vote — putting him at the forefront of a new wave of Republican state school chiefs in Arizona, Idaho, Georgia, South Carolina and Wyoming.

The protesters crowded against the barricades outside Moms for Liberty’s summit in Philadelphia last summer may not have known about the teacher from McAlester. But one of the country’s most influential conservative education groups offered an ideal venue to build Walters’ national profile.

“The reality is the forces that you all are fighting — these are folks that want to destroy our society,” Walters told the gathering’s Republican audience during a panel with education chiefs from South Carolina, Arkansas and Florida.

“They want to destroy your family,” Walters said. “And they want to destroy America as we know it. This is the fight that we’re in, folks. The stakes couldn’t be higher.”

Walters has asserted that his political opponents are waging “civil war” against children and conspiring to topple religion, and he’s defended a highly disputed conservative philosophy that rejects the separation of church and state. “There’s no basis for it in the Constitution,” Walters told me. “This was not something the Founders talked about. This wasn’t a core fundamental principle. And what we’ve seen is the left weaponize this term to actually mean the state will promote atheism and target any other faiths.”

Instead, Walters wants to inject religion into public schooling. Last year, he called to enforce an Oklahoma law that requires a daily minute of silence at schools — and said students must be told they can pray during that time. He seized onto a dispute over a graduation ceremony prayer delivered by a Tulsa Public Schools board member amid a broader clash with former district chief Deborah Gist over academics and financial controls. (Walters even floated a state takeover of the district before Stitt downplayedthe idea and Gist stepped down amid pressure from the superintendent and his allies.)

But most significantly, Walters has used his megaphone to support Oklahoma’s campaign to open explicitly religious public charter schools.

Religious liberty and public schools have tangled in the Supreme Court for decades. Yet church leaders and conservative advocates say Oklahoma’s campaign for religious public schools promises a monumental leap for school choice and religious liberty. Instead of simply giving families subsidies they can use on private school tuition — as other states have implemented — this new model promises a direct injection of taxpayer funds into religious schools that can hire educators, enroll students and teach classes based on church doctrine.

“We’re all looking at the same end in mind,” said Brett Farley, executive director of the Catholic Conference of Oklahoma, “which is ultimately breaking the monopoly of public schools on education so that parents have real, universal choice. That’s the end goal.”

A series of conservative arguments lie at the center of this campaign: Judeo-Christian beliefs are historically bound with education in the United States. Government has improperly imposed secular standards on public schools in an infringement on religious liberty. And public funding must support religious schools if the public is going to pay for education at all.

Some of those views got a boost from three Supreme Court cases that expanded faith-based institutions’ access to public funds — Carson v. Makin in 2022, Espinoza v. Montana Department of Revenue in 2020, and Trinity Lutheran Church of Columbia v. Comer in 2017.

Former Oklahoma Attorney General John O’Connor, while leaving office after losing his primary to now-AG Drummond, cited those cases when he declared in 2022 that the state could not block churches from using taxpayer dollars to create public schools that teach religion like private schools.

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Catholic authorities used O’Connor’s nonbinding opinion to justify their attempt to open the St. Isidore of Seville Catholic Virtual School, which would be the country’s first public charter to function as a religious institution. Groups aligned with the conservative legal movement and its financial architect, Leonard Leo, have promoted the publicly funded Christian school in the hopes of creating a test case that would change the Supreme Court’s interpretation of the First Amendment’s separation of church and state.

“The Supreme Court has been wrong. There is no separation of church and state in the Constitution or Declaration of Independence. It doesn’t exist,” Walters told a convening of the Family Research Council in Washington, D.C., last fall. “So we will bring God back to schools and prayer back in schools in Oklahoma, and we will fight back against that radical myth.”

The idea has divided even conservatives. Drummond withdrew O’Connor’s opinion under the argument that it misused “the concept of religious liberty by employing it as a means to justify state-funded religion” and he is suing to stop the school from opening. An array of civil rights groups, faith leaders and secular organizations have also sued to block the school and excoriated the embrace of religious orthodoxy in public education.

“What’s happening with Ryan Walters and his cabal is happening all around the country, as part of this emboldened Christian nationalist movement,” said Rachel Laser, who leads Americans United for Separation of Church and State. “And one of their key frontiers for making America a Christian nation and retaining their power and privilege in America is a takeover of public schools.”

Walters had weathered a bumpy start in office. Stitt reappointed him to continue serving as education secretary in January 2023, which would have granted Walters sweeping authority in an unusual double-barreled state role if lawmakers approved. But Drummond, the new Republican AG, soon opined that Walters could not legally hold two state offices, and later said the superintendent’s unilateral attempt to require schools to notify parents if their child changed their gender identity and ban “pornographic” library content should be voided. Just months into the job, Walters’ new employees told journalists the education department had become “toxic” after he took office.

“The culture changed within a matter of weeks,” said one of Walters’ former colleagues, who requested anonymity to discuss the superintendent’s tenure. “The real fear that people felt across the agency was not only that they might be fired but that they would be caught up in something illegal and they would be responsible for it. I had never seen a culture like that.”

In response to written questions about the staffing turmoil, Dan Isett, the department’s director of communications, said: “Many of the staff departures have been necessary and long needed to end a union stronghold in Oklahoma’s education. Change is sometimes difficult and necessary.”

In April 2023, Stitt replaced Walters as education secretary with an Oklahoma State University professor. People close to the situation told me Walters was furious to be cut from a second role.

His replacement, Katherine Curry, then resigned just months after taking office citing the “complexity and political environment” surrounding the secretary job. Curry later told The Oklahoman that the state superintendent’s office would not turn over information on how the agency budgeted and spent money. Another department grant official, Pamela Smith-Gordon, abruptly left her office in the fall citing similar concerns. She also told the Tulsa Worldthat she never saw Walters in the office.

“I don’t know if he doesn’t know what the job is that he ran for, or if he’s scared to do the job that he ran for, or he doesn’t know how to do the job that he ran for. What I do know is that he isn’t doing it,” Gist, the former head of Tulsa schools, told me a few days before she resigned. “The superintendent’s actions have made it clear that he’s focusing on political talking points rather than the real work of serving the community.”

‘We’re being overshadowed by the antics of our state superintendent’

New controversies continue to blossom. Walters pushed out an Oklahoma City-area principal who moonlights as a drag queen. Walters reposted an altered version of a librarian’s satirical video that spurred school bomb threats when it was amplified by the Libs of TikTok account. Benedict’s death is now the subject of a federal Education Department civil rights investigation. Hostile onlookers are not an unusual presence at state board meetings.

And questions swirl about the superintendent’s potential legal entanglements and ability to work with policymakers. The FBI and state attorney general have investigated Walters’ stewardship of federal pandemic relief funds and activities related to campaign and nonprofit roles he held before winning office, according to four people with knowledge of the investigations who requested anonymity to discuss the sensitive matter. (Walters resigned his nonprofit job upon taking the superintendent position last year.) The Oklahoman first reported the existence of the FBI’s investigation.

Walters has not been formally accused of criminal wrongdoing. Drummond’s office declined to comment, saying it does not speak on the existence or nonexistence of any investigation. FBI policy prohibits confirming or denying the existence of an investigation, a bureau spokesperson said. Allegations of criminal conduct are reviewed by the FBI for their merit, the spokesperson added, but such reviews do not necessarily result in a full investigation.

Walters told me in August that he was not aware of whether he was a target of any state or federal investigation. “Ryan Walters has never been subpoenaed or questioned by federal law enforcement,” the superintendent’s spokesman said this month in a statement. “This has been an active lie promoted by the liberal media and jealous liberal activists. Superintendent Walters is transparent with taxpayer dollars and every program that he’s involved in.”

People with knowledge of the matter said federal agents have asked some of Walters’ former colleagues and supporters about the superintendent’s campaign fundraising and reporting practices. Former colleagues told me they witnessed the superintendent’s executive assistant at Every Kid Counts Oklahoma collecting campaign donations for Walters at fundraisers, raising questions about whether firewalls were in place to isolate Walters’ government work from the nonprofit and his political campaign. Authorities have also sought information on lax controls related to the millions of federal pandemic relief dollars that Walters helped oversee in his former nonprofit role.

Oklahoma State Auditor Cindy Byrd’s office is in the final stages of conducting a forensic audit of the state education department, a highly detailed investigation that often helps prosecutors investigate criminal allegations. The U.S. Education Department also conducted a routine review of the state’s implementation of federal programs earlier this year and is finalizing a report that will be shared with Walters’ office.

At the same time his national profile has increased, Walters has at times been sidelined on education policy at home. Oklahoma lawmakers have approved a massive tax credit program for private school tuition, teacher pay raises worth thousands of dollars, a $150 million school safety program, literacy programs and hundreds of millions of dollars in new education funding. “We did every bit of that without our state superintendent,” Republican state Rep. Rhonda Baker told me. “Because we knew that he could not be part of it or the whole thing would blow up.”

“In Oklahoma, the legislature is really trying to move the needle in education,” said Baker, a veteran educator and chair of key education committees in her chamber. “And frustratingly enough, we’re being overshadowed by the antics of our state superintendent.”

McBride, Baker and state House Speaker Charles McCall subpoenaed Walters for a series of records in late December, including his emails from his tenure at Every Kid Counts Oklahoma. Walters responded to most of their inquiries but said he couldn’t provide any emails. Lawmakers have managed to obtain a trove of his messages anyway, McBride told me. Ongoing controversy over Walters’ national media campaign has prompted notable criticism from Stitt and McCall. Walters’ office did not respond to questions about whether the superintendent believes he still has the governor’s support.

But even as he faces dissent from sectors of his party at home, his meteoric rise in the national spotlight hasn’t slowed down. Walters demurs when asked about his political ambitions, including a gubernatorial run. His spokesman added: “While he has many options for the future, those choices are for a later date.”

Even some of Walters’ detractors agree that he’s tapped into deep-seated anger over a changing country. “He has become a lightning rod for decades of frustration,” Robert Franklin, a former Democrat who switched parties and leads the state’s virtual charter school board, told me.

You can hear that from the voters at the Tulsa County Men’s Republican Club, or the Christian radio personalities who urge followers to take back their schools on long stretches of interstate that span between Oklahoma City, Tulsa, McAlester and beyond. A new generation is now in power.

“Folks are sick and tired of people that say one thing to get elected and go in and do the exact opposite once elected,” Walters told me last summer. “I looked every voter in the eye throughout the entire campaign and I told them what I was going to do.”

Jess Piper lives in rural Missouri. She is a fearless progressive and a fighter. She has repeatedly called on the Democratic Party to contest every seat, even in rural areas, where voters usually have no choice. She will be a featured speaker at the next convening of the Network for Public Education in April 2025 in Columbus, Ohio.

She wrote recently:

“You don’t like it? Move.” 

This sort of advice is often given to me in online spaces when I say something truthful about Missouri that irritates folks on the right. When I talk about abortion bans, I should move to California. When I talk about funding schools, I should move to New York. When I speak out against harmful policies, I’m just an out of place, out of touch, liberal.

I’ve been told to move to California or New York many times, and while I have visited both states, and appreciate the CA beaches and the NY atmosphere, I wouldn’t move to either state for two very important reasons: 1) This is where my children and grandchildren live. 2) This is my state too.

Here’s something that may interest you; I hear the same rhetoric, although presented in a much more caring way, from progressives in states with better representation. My blue state friends have given me the “just move” advice on several occasions. They fear that I am in danger or that specific policies will hurt my family. They are justified in thinking I should move, but what they don’t realize is that moving will eventually harm them. If all of the like-minded congregate in progressive states, we will all eventually be overwhelmed by the regressive states. 

If we don’t contest and protest in every GOP-dominated state, the bad policies will leach into all the states.

I will preface this essay by saying that I understand that not all folks have the privilege I have to stay and fight. Those with trans children, those impacted by our state healthcare failings and childcare issues, those dealing with things I can’t even begin to understand have every reason to flee states like Missouri. I make absolutely no judgment on those who choose to leave. I am in solidarity with them.

If you’ve done the reading, you know that our country is slowly being swallowed up by right-wing billionaire rhetoric and policies. You likely know the long-game for this takeover was hashed out decades ago, and the way the extremists were able to do this was by taking over state legislatures and positions like the Secretary of State and the Attorney General. They have bankrolled the campaigns of State Reps and Senators, and even dip their toes into school board races.

In my state, the evolution is complete. Missouri went from a bellwether state to a radical state bent on stripping the rights of over 1/2 of the population and passing policies meant only for the wealthy. But, my leaving this state would be detrimental to other states and here’s how: GOP-dominated states create the policies that would overcome the country if left unchecked and uncontested.

None of us is safe so long as there are folks living in states that are unsafe. They will roll over us first, and you next.

The billionaires are using my state AG and other regressive state AGs to file suit to dismantle public schools. They sue to ban abortion and the medicine for self-managed abortions. They sue to stop college loan forgiveness. They sue to overturn civil rights and anti-discrimination policies. My former AG, Eric Schmitt, even sued Missouri public schools to make them stop masking procedures during a global pandemic. The worst part? He was then elected as our Senator. 

If we can’t stop these extremists in our states, they often go on to win higher office and harm the entire country.

The billionaires are also using GOP-dominated states to appoint Secretaries of States who will throw voting rights into the toilet. These SOSs have the ability to impact the nation and create the chaos we saw in the 2020 Presidential election with some states allowing fake electors that would have given the office to Trump. 

And there’s this: On January 2, 2021, during an hour-long conference call, then-President Trump pressured Georgia Secretary of State Brad Raffensperger to change the state’s election results from the 2020 presidential election. The country is lucky the GA Republican Secretary of State did not fold, but we may not always be so lucky.

Progressives fighting back in regressive states are fighting for all of us. They represent the tipping point for the nation. They contest seats, they protest human rights violations, and they show up to keep the red from leaching into the blue. 

The real fight for democracy is at the state level. Activists in GOP-dominated states can’t just move…there is nowhere to go. 

If we can’t stop the slow churn toward fascism in our states, there is little hope we can stop it nationwide. So, we stay. We stand up and talk back. We link arms and fight the local corrupt policies to stop national corrupt policies.

Just move? No. I can’t. I won’t. 

This is my state too.

~Jess

Jan Resseger provides a thoughtful analysis of what seems to be a new phenomenon called “white Christian nationalism.” Others say it’s nothing new, that it is just another manifestation of racism, as in the KKK, the White Citizens Councils, and other hate groups. She reviews a new book, The Flag and the Cross: White Christian Nationalism and the Threat to American Democracy that provides a historical perspective.

She writes:

Our politics and our national ethos seem to have gone awry, and a lot of people blame it on something called Christian nationalism or white Christian nationalism. And yet, the book bans, the efforts to prohibit honest teaching about slavery, and the attempts to quash equity and inclusion seem to have nothing to do with the teachings of Jesus, embodied, for example, in the Great Commandment: “You shall love your neighbor as yourself.” (Matthew 22: 39) If, like me, you have been confused by the seeming contradictions, I recommend a book that begins: “This book is a primer on white Christian nationalism, what it is, when it emerged, how it works, and where it’s headed. White Christian nationalism is one of the oldest and most powerful currents in American politics.” (The Flag and The Cross, p. 1)

The book is The Flag and The Cross: White Christian Nationalism and the Threat to American Democracy, by two professors of the sociology of religion, Philip S. Gorski at Yale University and Samuel L. Perry at the University of Oklahoma. The book is short, readable, and extremely relevant to the political maelstrom in today’s United States.

The authors trace the existence of white Christian nationalism back to the introduction of slavery to Virginia; the subjugation of American Indians beginning in Massachusetts and then westward through the eighteenth and nineteenth centuries; the Civil War and subsequent collapse of Reconstruction followed by Jim Crow; the Mexican American War; and the Spanish American War with the establishment of an American empire including the Philippines, Guam and Puerto Rico.

So… what is white Christian nationalism? “White Christian nationalism is a ‘deep story’ about America’s past and a vision of its future. It includes cherished assumptions about what America was and is, but also what it it should be…  America was founded as a Christian nation by (white) men who were ‘traditional’ Christians, who based the nation’s founding documents on ‘Christian principles.’ The United States is blessed by God, which is why it has been so successful; and the nation has a special role to play in God’s plan for humanity. But these blessings are threatened by cultural degradation from ‘un-American’ influences both inside and outside our borders.” (The Flag and The Cross, pp. 3-4)

Gorski and Perry continue: “Like any story, this one has its heroes: white conservative Christians, usually native-born men. It also has its villains: racial, religious, and cultural outsiders. The plot revolves around conflicts between the noble and worthy ‘us,’ the rightful heirs of wealth and power, and the undeserving ‘them’ who conspire to take what is ours. Sometimes the conflicts culminate in violence—violence that restores white Christians to what they believe is their rightful place atop America’s racial and religious hierarchy… But this story is a myth… At this point, the skeptical reader might wonder what’s ‘Christian’ about this deep story.  It is ‘Christian’ because the vast majority of those who believe this story identify as such.” (The Flag and The Cross, pp. 4-5)

Why has white Christian nationalism exploded in recent years? “The source of the growing pressure is a set of slow-moving changes in American society.  The United States has slowly become less white, less Christian, and less powerful; more diverse, secular, and cosmopolitan. And this collided with a certain conception of America as a white Christian nation favored by God and ruled by white Christian men ready to defend freedom and order with violence.” (The Flag and The Cross, p. 103) Gorski and Perry describe the January 6th insurrection as a symbol of the conflict.

After defining “white Christian nationalism,” Gorski and Perry explain what it is not: “(W)hite Christian nationalism is not ‘Christian patriotism’; white Christian nationalism…. is rooted in white supremacist assumptions and empowered by anger and fear. This is nationalism, not patriotism… Second, white Christian nationalism is not synonymous with white evangelicalism per se, even if there is considerable overlap… Third and finally, white Christian nationalism is not just a problem among white American Christians. There are secular versions of white Christian nationalism that claim to defend ‘Western Culture’ or ‘Judeo-Christian civilization.’ And there are secular white Americans who know how to leverage white Christian nationalist language. For such Americans, the ‘Christian’ label simply signals shared tribal identity or veils political values that would otherwise be socially unacceptable. That is certainly how Trump himself used the label—as a rallying cry and a fig leaf—and one reason why so many white Christians have been attracted to him: not because he himself is an exemplar of Christian piety, but because he waved the Christian flag and announced his willingness to ‘fight’ for it.” (The Flag and The Cross, pp. 8-10)

The book is not principally about the institution of public education, but it says a lot about today’s assault on inclusive public schools. The authors name some of what’s been happening in recent years and in addition create a theoretical scaffolding to help us understand attacks on public education as part of a scheme to use public schools to protect the dominant culture.  Here are four threats to public education that reflect white Christian nationalism:

  • opposition to teaching about racism in American history, and the passage of state laws to ban multicultural education, and ‘diversity, equity and inclusion;’ (The Flag and The Cross, p. 14);
  •  efforts to permit religious education at public expense—promotimg the beliefs of specific faith traditions and undermining the protection of religious liberty (The Flag and The Cross, p. 16);
  • efforts to block school integration after Brown v. Board of Education (The Flag and The Cross, p. 69); and
  • the recent proposal by the Heritage Foundation of a strategy to overturn Plyler v. Doe to exclude from public schools undocumented students who cannot afford to pay tuition.

All  of these attacks exemplify pushback against inclusion and welcome for ‘the other’: “The first and most fundamental way in which white Christian nationalism threatens American liberal democracy is that it defines ‘the people’ in a way that excludes many Americans. White Christian nationalism is a form of what is often called ‘ethno-nationalism.’ Liberal democracy rests on what is usually called ‘civic nationalism’ It defines the nation in terms of values, laws, and institutions.’” (The Flag and The Cross, p. 114)