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The 74: More Religious Charter Schools Apply for Public $$

By dianeravitch
December 9, 2025 //
4

You knew that when the U.S. Supreme Court turned down a request from Oklahoma to approve a religious charter school, there would be more requests in the pipeline. Oklahoma was rejected by a 4-4 vote only because Justice Amy Coney Barrett recused herself, because of her friendship with one of the lawyers for the online Catholic school.

Recently, as I reported, Oklahoma returned with a proposal for an online Jewish charter school, a Ben Gamla charter. The entire state of Oklahoma has a population of only 9,000 Jews. They are not requesting a Jewish school, but an entrepreneur connected to a Florida for-profit charter chain is.

Religious charter schools are a big problem for the national charter lobby. They say that charter schools are “public” schools. The advocates for religious charter schools say they are not public schools. They are specifically religious schools.

The 74 reported the latest proposal:

When the U.S. Supreme Court deadlocked this year in a case over whether charter schools can be religious, experts said it wouldn’t take long for the question to re-emerge in another lawsuit.

They were right.

In Tennessee, the nonprofit Wilberforce Academy is suing the Knox County Schools in federal court because the district refuses to allow a Christian charter school. Attorney General Jonathan Skrmetti is on the school’s side. He issued an opinion last month that the state’s ban on religious charter schools likely violates the First Amendment. 

“Tennessee’s public charter schools are not government entities for constitutional purposes and may assert free exercise rights,” he wrote to Rep. Michele Carringer, the Knoxville Republican who requested the opinion. 

The legal challenge in Tennessee comes as a Florida-based charter school network prepares to submit an application to the Oklahoma Charter School Board for a Jewish virtual charter high school. Peter Deutsch, the former Democratic congressman who founded the Ben Gamla charter schools, began working on the idea long before the case over St. Isidore of Seville Catholic Virtual School even went to court. The 4-4 tie in May means that an Oklahoma Supreme Court decision blocking the school from receiving state funds still stands. 

The National Ben Gamla Jewish Charter School Foundation runs a network of Hebrew language charter schools in Florida. Now it wants to open a virtual religious charter school in Oklahoma. (Ben Gamla)

“The prior decision shows that there’s an open question here that needs to be resolved,” said Eric Baxter, vice president and senior counsel at Becket Fund for Religious Liberty, a law firm representing the National Ben Gamla Jewish Charter School Foundation. “We hope the court will get it right this time. We hope the federal courts get it right without having to go to the Supreme Court.”

Idaho also confronted the issue earlier this year. The state’s first charter, Brabeion Academy, initially promoted the school as Christian. But it was approved in August as a nonreligious school and will open as such next fall. Related‘A Day to Exhale’: Supreme Court Deadlocks on Religious Charter Schools — For Now

Deutsch, Skrmetti and other supporters of faith-based charter schools base their argument on three earlier Supreme Court rulings allowing public funds to support sectarian schools. They say that excluding religious organizations from operating faith-based charter schools is discrimination and violates the Constitution. But leaders of the charter sector and public school advocates argue that classifying charter schools as private would threaten funding and civil rights protections for 3.7 million students nationwide…

To Oklahoma Attorney General Gentner Drummond, the debate is settled, for now. In November, he said his office would “oppose any attempts to undermine the rule of law.” 

Americans United, which advocates for maintaining church-state separation, has also issued a warning over the new school. The organization represented parents and advocates in a separate case over the school. 

“Religious extremists once again are trying to undermine our country’s promise of church-state separation by forcing Oklahoma taxpayers to fund a religious public school. Not on our watch,” Rachel Laser, president and CEO, said in a press release….

The demand for a Jewish charter school would be much higher in Florida, which has an estimated Jewish population of nearly 762,000, compared with about 9,000 in Oklahoma. 

Please open the link to continue reading the article.

Categories Charter Schools, Ethics, For-Profit, Oklahoma, Privatization, Religion, Separation of church and state, Virtual Charter Schools

Carol Burris: Another Religious Charter School Applies for Public Funding in Oklahoma, Backed by For-Profit Corporation

By dianeravitch
December 1, 2025 //
13

In this post, Carol Burris reviews the latest challenge to separation of church and state. A religious school has applied for public funding as an online charter school. But that’s not all: the religious school is a tentacle in the vast for-profit empire of the Florida-based Academia charter chain.

Carol Burris is the executive director of the Network for Public Education (NPE). She was a teacher and principal in New York State and was designated as Principal of the Year. She is an expert on the charter school sector. She follows the money, studying federal records, state records, and financial reports. She has posted numerous reports, which can be found on the website of NPE.

Burris writes:

After the first bid for an online religious charter failed in Oklahoma, we were told it would not be the last. True to that promise, the National Ben Gamla Jewish Charter Foundation has informed Oklahoma’s statewide charter board that it plans to seek public funding for an online high school serving roughly 40 students to start. According to Peter Deutch, who filed the letter of intent, a complete application is expected to be submitted before the end of the year. While owning a residence in Florida, Deutsch has lived in Israel for more than a decade.  

Ben Gamla Charter Schools were founded in 2007 by Deutsch under the nonprofit umbrella of the National Ben Gamla Charterschool Foundation Inc. Students receive instruction in Hebrew language and learn about Israeli culture and Jewish history during school hours. Religious teachings (such as prayers or Torah study) are offered as optional programs after school hours. According to this 2013 article in the Jewish Telegraphic Agency (JTA),

About 150 students mill around for a few minutes before heading back to the classrooms. They are followed by Orthodox rabbis with dangling tzitzit fringes and black-velvet yarmulkes pushing carts laden with prayer books and snacks.

Within a few minutes, the kids are chanting morning prayers — even though it’s afternoon and until a few minutes earlier, the classrooms had belonged to a taxpayer-funded public school.

That’s because Ben Gamla’s lease on the building lapses at about 2:15 p.m. Mondays through Thursdays. For the next two hours, the classrooms are taken over by a religious Jewish after-school program.

From the beginning, it was widely understood that Peter Deutsch’s goal in launching Ben Gamla was to create a publicly funded alternative to Jewish day schools, which charge tuition and are often financially out of reach for many families. Deutch is not shy about using his charters to promote Jewish communal purposes. He made it clear to the Times of Israel that, “He wants to give Jewish kids who otherwise would attend public school an opportunity to be in a Jewish environment and develop a Jewish identity — at taxpayer expense. The Hebrew curriculum includes Israel education and Jewish history, and most of the schools are located on Jewish community campuses. Some 85 percent of the students are Jewish. Supplementary after-school religious programs take place onsite or nearby.”

Now, Deutsch appears to be abandoning even the pretense of maintaining a secular framework, creating a new nonprofit that includes “Jewish” in the foundation name. His new vision would effectively erase the boundary between public education and religious instruction, pushing the model well beyond the constitutional line that Ben Gamla once claimed to walk carefully around.

But Ben Gamla’s story is even more complicated than above. Since its beginning, Ben Gamla charter schools have been run by a for-profit corporation—the largest for-profit charter management corporation in the United States—Academica.

Ben Gamla and the For-Profit Academica

To understand how deeply Academica’s involvement with Ben Gamla reaches, one need only examine the network’s earliest tax filings. The first available IRS Form 990—filed in 2009 for the 2008 school year, when the original Hollywood, Florida campus was the only Ben Gamla school open—lists the organization’s address as 6361 Sunset Drive in Miami, the location of Academica’s offices at the time. By the 2011 submission, Academica had moved to 6340 Sunset Drive, Miami. That address then appears as the Ben Gamla address on the Foundation’s subsequent 990s.

The overlap goes beyond shared office space. Those early tax forms were signed and submitted by Academica’s longtime Chief Financial Officer, underscoring that from the very beginning, Academica was not merely a vendor or service provider—it functioned as the operational and administrative engine behind the Ben Gamla charter school network.

The Ben Gamla Foundation’s address at 6340 Sunset Drive is still listed on the latest public 990.According to the latest Foundation audit, Academica provides both “academic and administrative services, including, but not limited to, facility design, staffing recommendations, human resource coordination, regulatory compliance, legal and corporate upkeep, maintenance of the books and records, bookkeeping, budgeting, financial reporting, and virtual education services.” Personnel in the school work for another for-profit ADP, which appears as the personnel vendor for many Academica-run schools. 

But that is not all. The audit lists the following Academica-related corporations as having received finance lease agreements and lease liability payments for its Hollywood and North campuses in 2023: North Miami Lakes Campus, LLC, Van Buren Facility, LLC, and Hollywood Educational Annex, LLC. These corporations, located at the same address as Ben Gamla and Academica companies and affiliated charter chains, are three of scores of real estate arms of the for-profit. 

During the 2023-24 school year alone, the Ben Gamla Charterschool Foundation, Inc. paid Academica and what the audit terms as “its affiliates” $3,413,317.00.

The relationship between the for-profit Academica and charter schools is repeated across the nation: Academica’s “brands” are nonprofits that hold charters and get taxpayer funds, including federal CSP grants, while Academica, for all intents and purposes, runs the schools. 

Other Academica-affiliated charter brands beyond Ben Gamla include:

• Somerset Academy, Inc. – A large charter school network (founded 1997) that partners with Academica. It encompasses roughly 80 schools across Florida, Nevada, Texas, and Arizona, with a small international presence inSpain.

• Mater Academy, Inc. – A Florida-based chain (founded 1998) supported by Academica, and started by Academica’s owner, Francisco Zulueta. Mater Academy has grown to 44 charter schools in 3 states (primarily Florida and Nevada, with recent expansion to Texas). 

• Doral Academy, Inc. – A charter school network (founded 1999) affiliated with Academica and originating in Doral, FL. It operates 16 schools across six states – Florida, Nevada, Colorado, Idaho, North Carolina, and Texas. 

• Pinecrest Academy, Inc. – A charter network under Academica’s umbrella, founded in 2000. Pinecrest Academy operates 26 schools in Florida, Nevada, and Idaho.

• Sports Leadership & Management (SLAM) – A specialized charter school network focusing on sports-themed academics, co-founded by artist Pitbull in partnership with Academica. Since the first SLAM opened in Miami (2013), the network has expanded to multiple campuses. SLAM schools are located in Florida, Georgia, Nevada, and Texas. 

• CIVICA – A newer Academica-affiliated charter network focused on career and civic leadership academies. It began with the City of Hialeah Educational Academy (COHEA) in Florida and has grown into the CIVICA Network operating schools in Florida, Nevada, and Colorado.

• International Studies Charter Schools, Inc. – A boutique network of multilingual college-prep charters in South Florida supported by Academica in Florida. 

• Independence Classical Academy: Academica’s latest brand of classical virtuous charter schools, with schools opening in Colorado and Nevada.

Nearly all of these chains have an Academica-supported online school. In addition, Academica provides both national and international for-profit virtual education. And it operates colleges associated with its charter chains in Florida. All of this is tied together neatly by the for-profit here.

Implications for Religious Charter Schools

To believe that Peter Deutsch—who resides in Israel—and the National Ben Gamla Jewish Charter Foundation, which he created, are seeking approval to open a virtual religious charter school in Oklahoma without the quiet support and coordination of Academica is simply naïve. Fewer than 0.1% of Oklahomans identify as Jewish. No one launches a niche virtual religious charter in that context unless a far more powerful operator is standing behind it. 

And Academica is nothing if not opportunistic. When CTE schools became trendy, Academica created the Civica chain. When “classical education” surged in conservative states, it launched the Independence charter network. Whenever a new market emerges—no matter how small, remote, or ideologically charged—Academica is there to plant a flag.

Academica likely brings in billions each year through its vast ecosystem of charter schools, real-estate deals, management fees, and related-party businesses. But for Academica, enough is never enough. The possibility of religious charter schools—publicly funded, lightly regulated, and ideologically branded—is not just appealing. It’s a gold mine. 

Some will insist this new online religious charter will be “independent.” It will not be. The pattern is already documented. As far back as 2013, the Fordham Institute—itself a charter school authorizer—admitted as much. When a Ben Gamla governing board attempted to fulfill its legal duty to operate independently from the Foundation and Academica, it was swiftly shut down. The Institute’s candor in its commentary confirmed what insiders already knew: independence is tolerated only until it interferes with the chain and its operator’s control. From that report:

“But it seems this local board took its job too seriously. Peter Deutsch, the founder of the Ben Gamla network and a former Congressman from South Florida, told the Tampa Bay Times that the local board ended up making all the decisions about the school. The foundation, he said, wanted more control.”

If the Oklahoma Virtual Charter Board approves this application when filed and the case ultimately reaches the U.S. Supreme Court, the challengers won’t just be arguing before a bench that includes Amy Coney Barrett. They will also confront the power behind an established charter chain whose own governance and for-profit entanglements make the point more clearly than any brief could: charter schools—despite what their advocates claim—are not truly public schools in most states at all.

Categories Charter Schools, Education Industry, For-Profit, Oklahoma, Privatization, Religion, School Choice, Separation of church and state

John Thompson: Oklahoma Wants to Copy the “Mississippi Miracle” by Retaining 3rd Graders

By dianeravitch
November 12, 2025 //
6

Oklahoma legislators are debating whether to follow the lead of Mississippi by adopting a phonics-based reading curriculum and requiring the retention of 3rd graders who can’t pass the reading test. Mississippi has been hailed for the dramatic rise in its 4th grade reading scores, which was initiated by the Barksdale Foundation in 1999 with a gift to the state of $100 million to improve reading.

The dominant Republicans in the Oklahoma legislature are taking advice from Jeb Bush’s ExcelinEd group, which enthusiastically supports school choice, privatization, high-stakes accountability, and holding back 3rd graders who don’t pass the state reading test.

The key to instant success in the Mississippi model (it worked in Florida too) is holding back 3rd graders who can’t pass the test. If the low-scoring students are retained, 4th grade scores are certain to rise. That’s inevitable. Is the improvement sustainable? Look at 8th grade scores on NAEP. Sooner or later, those kids who “flunked” 3rd grade either improve or drop out.

Many years ago, I attended a conference of school psychologists. While waiting my turn to speak, the president of the organization said that the latest research showed children’s three worst fears:

  1. The death of their parents
  2. Going blind.
  3. The humiliation of being left back in school

Let’s not lose sight of the pain of those left back and think about alternative ways to help these children .

John Thompson, historian and retired teacher in Oklahoma, urges the legislators to think again before enacting a punitive retention policy.

Thompson writes:

The appointments of Lindel Fields as Oklahoma State Superintendent (replacing  Ryan Walters), and Dr. Daniel Hamlin as Secretary of Education, create great opportunities for improving our state’s schools. In numerous conversations with a variety of advocates and experts, I’ve felt the hope I experienced during bipartisan MAPS for Kids coalition which saved the Oklahoma City Public School System, and working with the experts serving in the administrations of Sandy Garrett and Joy Hofmeister. 

On the other hand, we still face threats from ideology-driven politicians and lobbyists who spread falsehoods about the simplistic programs they push. 

Just one example is a legislative committee meeting on the “Science of Reading.” Although I admit to being slow to acknowledge the need for more phonics instruction, and “high-dose tutoring,” as long it is not a part of a culture of teach-to-the test, I remain skeptical of simple solutions for complex, interconnected, problems. So, I am more open to positive programs, like those that enhance the background knowledge that students need to read for comprehension, as opposed to increasing test scores. 

But I’m especially worried Oklahoma could focus on the punitive part of the so-called  “Mississippi Miracle,” which requires the retention of 3rd graders who don’t meet accountability-driven metrics. 

For instance, when Rep. Jacob Rosecrants, a former inner-city teacher who took over my classroom when I retired, expressed concern that their “highly structured teaching and testing approach … might actually discourage reading,” his reservations were “largely dismissed.” Instead, Rep. Rob Hall, who asked for the meeting, said, “What we’ve learned from other states is that wide-spread illiteracy is a policy choice.” 

In fact, it is unclear whether Rep. Hall’s policy choice has produced long-term improvements in reading comprehension. 

Based on my experiences in edu-politics, and the judgements of local experts, who saw how our 2012 high-stakes testing disaster unfolded, I’d be especially worried by how the Oklahoma School Testing Program could be used to hold back kids, and the reward-and-punish culture it could produce. The same persons pushing accountability for 3rd graders also seem to believe the lie that NAEP “proficiency” is “grade level,” and that setting impossible data-driven targets will improve student outcomes. 

If these regulations were used to determine whether 3rd graders are retained, the damage that would be done would likely be unthinkable. It is my understanding that 50% to 75% of the students in high-challenge schools might not be eligible for promotion. And like the latest expert who briefed me about 3rd grade testing, I’ve witnessed the humiliation that retention imposed on children as Oklahoma experimented on high-stakes End-of-Instruction tests, which undermined learning cultures, even when they were just a pilot program.

I would urge legislators to read this study by Devon Brenner and Aaron Pallas in the Hechinger Report on 3rd grade retention. Brenner and Pallas concluded, “We are not persuaded that the third grade retention policy has been a magic bullet; retention effects vary across contexts. Even in Mississippi, the evidence that retention boosts achievement is ambiguous.”

By coincidence, another reputable study of the “Mississippi Miracle”  was recently published. Chalkbeat’s Matt Barnum evaluated the “Southern Surge” in reading programs in Mississippi, Louisiana, Tennessee, and Alabama. And, yes, “Mississippi’s ascent has been particularly meteoric and long-running. Since 1998, the share of fourth graders reading at a basic level on NAEP has increased from 47 to 65%.” And, Louisiana’s 4th graders made progress.  

But, eighth graders’ results “have been less impressive for these Southern exemplars.” Alabama’s eighth grade reading scores have been falling and are among the lowest in the country. Louisiana’s eight grade reading scores remain at the 2002 level. And, Mississippi’s eighth grade reading scores are about the same as they were in 1998.

Barnum noted, “a number of studies have found that retention does improve test scores.” But:

The long-run effects of holding back struggling readers remain up for significant debate. A recent Texas study found that retaining students in third grade reduced their chances of graduating high school and decreased their earnings as young adults. A paper from Louisiana found that retention led more students to drop out. (Some studies find no long run effect on high school completion, though.)

I would also add that Tennessee’s huge School Improvement Grant, which was focused on test score gains, “did not have an impact on the use of practices promoted by the program or on student outcomes (including math or reading test scores, high school graduation, or college enrollment).”

Moreover, as the Tulsa World reported, Mississippi “spent two years and $20 million preparing for the rollout of the program.” It provided far more counselors and more intensive teacher training and student interventions. But it cites data suggesting “students who received intensive literacy instruction in third grade made only temporary gains, briefly besting their national peers in fourth grade but falling back behind in subsequent years.”

Even the most enthusiastic supporters of the “Mississippi Miracle”, like The 74, agree that it required “universal screenings to identify students with reading deficiencies early and to communicate those results to parents.”

And Mississippi’s success required the prioritization of “proactive communications and stakeholder engagement strategies around early literacy;” “building connections and coherence with other agency efforts across the birth through third grade continuum, especially pre-K;” and anticipating a “multi-year timeline to see changes in third grade outcomes, and invest in monitoring and evaluation strategies that can track leading indicators of progress and identify areas for improvement.”

What are the chances that Oklahoma would adequately fund such programs?

So, what will Superintendent Fields conclude after studying evidence from both sides of the debate?

The Tulsa World recently quoted Fields saying “that literacy is the building block. … So until we get that right, everything else is just going to be hard.” I’m impressed that he then added, “I’m learning about it myself.”

He then said:

What’s important to note about that is the Mississippi Miracle was not an overnight thing. It was more than a decade in the works. And I think if we were to model that and replicate it, you have to do the whole thing — we can’t walk around the block today and run a marathon tomorrow. I think replicating that and setting the tone for the next 8 or 10 years, we can expect to see the same kind of results. I think that’s an excellent example to look to.

Fields wants more than a “program.” He wisely stated:

We might disagree on how we actually get there, but I haven’t found anybody that disagrees that we have to get reading right before the other things.

He then called for “systemic, long-term dedication” to “a multi-faceted approach.” He also emphasized investments in teacher training, and the need to improve teachers’ morale.

In other words, it sounds like our new Superintendent is open to humane, evidence-based, inter-connected, and well-funded efforts that draw on the best of the “Mississippi Miracle,” but not simplistic, politicized, quick fixes, that ignore the damage that those ideology-driven programs can do to children. And I suspect he would think twice before holding back third graders before studying the harm it can do to so many students.

So, if I had just one recommendation to offer, I would urge a balanced effort that combines win-win interventions, not programs that can do unknown amounts of harm, especially to high-poverty children who have suffered multiple traumas. That would require a culture that uses test scores for diagnostic purposes, not for making metrics look better.

Categories Accountability, Curriculum, Education Industry, Education Reform, Ethics, Literacy, Mississippi, Oklahoma

With Ryan Walters Out, It’s a New Day for Education in Oklahoma

By dianeravitch
October 27, 2025 //
2

John Thompson writes here about the remarkable transformation of education in Oklahoma since Commissioner of Education Ryan Walters resigned. Walters was obsessed with getting the Bible and the Ten Commandments into schools. Now that he’s gone, the professionals are back.

Thompson wrote:

Since former State Superintendent Ryan Walters was removed from office, I keep witnessing reasons for hope, as well as worries about whether Oklahoma politicians will be willing to support and fund the wonderful, grassroots programs necessary for building high-quality 21st century schools.

Whether he knew what he was doing or not, Gov. Kevin Stitt replaced Walters with Superintendent Lindel Fields, a former career tech leader, who is being widely praised by Democrats and Republicans. Megan Oftedal, a professional who led the Office of Education Quality and Accountability (OEQA), has joined Fields’ “turnaround team” for improving our schools. And Dr. Daniel Hamlin, a widely respected education scholar at the University of Oklahoma is the new Secretary of Education.

I commented at an OEQA meeting chaired by Dr. Hamlin, where numerous nonprofits presented solid plans for the team effort required in order to turn our system around. I felt like board members listened, whether they agreed with me or not, to my calls to remove stakes from standardized testing.  When conversing with Dr. Hamlin and others, I felt like it was 35 years-ago, when bipartisan experts came together to implement the HB 1017 tax increase, which saved public education in Oklahoma.

On the other hand, soon afterwards, the 2025 test scores were released. I had been trying to warn journalists and legislators that “astroturf” think tanks had been pushing the lie that Proficient scores, that are correlated with the reliable NAEP scores, were “grade level.” In fact, the cut scores, known as “Basic,” are the best indicators of grade level. The corporate reform ExcelinEd had been lobbying Oklahomans, persuading way too many people that the defense of true definition of grade level was an “honesty gap” pushed by educators.

And as I predicted, the press was filled with the lies that the Koch Brothers had funded. In fact, Oklahoma scores, admittedly, were bad, but they aren’t irreparably bad, as ExcelinEd implies. I would argue that the drop in Oklahoma’s student outcomes since 1998, was driven by the No Child Left Behind Act of 2001 and the subsequent push to reward and punish teachers based on standardized test scores.    

Then, I attended the interim committee led by House Representative Ellen Pogemiller on Chronic Absenteeism. Once again, I was thrilled by the quality of the presentations.

I was reminded of 15 years ago when the United Way hosted an in-depth study of how to reduce chronic absenteeism, and make up for “learning loss.” We were guided in many ways by research led by Johns Hopkins’ Robert Balfanz. The non-profit leaders who were attending the conferences were convinced by Balfanz’s work and why it would take a team effort to address chronic absenteeism.  To succeed, high-challenge students had to receive the same respect and opportunities as affluent students. These programs must provide the same type of holistic experiences that affluent families shared during vacations.

So, cognitive and social science said that if our chronic absenteeism program became seen as remediation, it would fail.

That is why I was so elated when one of the first speakers at the interim committee said we must move away from a “deficit-driven mindset.”

Instead, she embraced a “Cradle-to-the-Career” approach.

Service providers from Tulsa explained that almost 1/3rd of TPS students were chronically absent, with something schools having ½ of their students who were chronically absent. They explained that some students had no access to school buses because they lived 1-1/2 to 2 miles from their school.

They then explained the role of evictions, that was especially large because eviction windows were so short, and because of predatory landlords. This especially hurt pre-k and kindergarten students in apartment complexes that have especially high rates of absenteeism. That is why schools need family liaisons, student monitors, and resource coordinators.

The wrap-around services needed to overcome chronic absenteeism are expensive, but some have helped get nearly 100% of their kids back in school.

Yes, it was explained, sometimes suspensions, including longterm suspensions, are necessary. But providers in Moore explained how they minimize the punitive with a different type of alternative school, focused on building a better future for kids. And Norman educators described their different type of alternative suspension program. For instance, they offer a deal with students where their suspensions are reduced if they attend programs to get to root causes of interconnected problems. The suspension rate for kids who follow that path has fallen dramatically.

By the way, their presentations reminded me of the evidence-based recommendations of MAPS for Kids, before NCLB forced schools to abandon so many of their best efforts to serve kids.

Some schools have created an Absenteeism Office, and their findings were illuminative. In one district, 80% of chronical absent teens were couch-surfing.  That makes it difficult to locate and connect with them. But, when attendance officers reach out, they see the impact of chronic absenteeism on mental and physical health.

And there seemed to be widespread agreement regarding the value of “high dose tutoring.”

And even though Oklahoma schools do not have enough service providers and enough ability to physically connect and communicate, tele-health programs facilitate timely “Looped systems” of communicating with students, families, school officials, and health and mental health providers.

Even though these Cradle-to-Career efforts are expensive, if we prioritize them, we all will benefit. The interim study, following the conversations at the OEQA, inspired hope.

But, I later learned of a different type of meeting with legislators that occurred that day, calling for a return to the punitive by holding back 3rd graders who do not pass their reading test. Yes, teaching reading is crucial but it also is complicated. It requires background knowledge, as well as phonics, to teach reading for comprehension. And, real world, the evidence regarding both the benefits and the harm of holding back 3rd graders is mixed.

Even if the over-simplified spin that ExcelinEd spreads about the “Science of Reading” were true, far more funding would be required to produce longterm gains for Oklahoma students.

On one hand, it took decades of funding by the “Billionaires Boys Club” to sell their quick fixes and slanders about public schools. Our kids have suffered for nearly a quarter of a century due to their agenda. It will take years and years to reverse the damage they’ve sowed. But these evidence-based, humane events that I’ve witnessed are an awesome starting point.   

Categories Oklahoma

John Thompson on Hanna Rosin’s Podcasts about Oklahoma Education, Part II

By dianeravitch
October 13, 2025 //
8

In part two of Hannah Rosin’s podcast about former Oklahoma State Superintendent Ryan Walters, Walters consistently responded to criticisms of his actions by calling them lies. My take on podcast part one is here.

And spoiler alert! Rosin closes with recent headline-grabbing stories about Walters, setting the stage for his latest assault on public education.

First, in August it was learned that his ideology test for teachers started with: “What is the fundamental biological distinction between males and females?”

Second, Walters ordered all public schools to observe a moment of silence in honor of the death of Charlie Kirk. Now, the “State Department of Education says it’s investigating claims that some districts did not comply.”

Third, “Walters announced a plan to create chapters of Turning Point USA—the conservative organization co-founded by Kirk—at every Oklahoma high school.”

And, Walters, who has resigned as Superintendent, is now the CEO of the Teachers Freedom Alliance, which is part of the Freedom Foundation, a “far-right, anti-labor union think tank.”

So, it is not surprising that Walters responded to Rosin’s questions by attacking teachers’ unions which he said, “have been one of the most negative forces in recent American history. I’ve never seen anything like it—the ideology they’ve pushed on kids. It’s unfathomable to me that they did that.”

Rosin and Walters started part two with a discussion about his new curriculum, that has been paused by the Oklahoma Supreme Court, which has “dozens of references to Christianity,” and “an instruction to high-school history students to identify discrepancies in the 2020 election.

Walters then described the 2020 election as “one of the most controversial, the most controversial election in American history.

Rosin pushed back, citing Walters’ mandate to “Identify discrepancies in election results,” which, of course, challenges the true facts about the election.

Rosin then brought up the controversy where board members saw nude pictures on TV during the board meeting.

Walters’ replied, “they’re outrageous liars.”

He then claimed that the board members brought up that “whole concoction” in order to stop the approval of “a new private school that has American values … [they] tried to hijack the board. They tried to hijack the agenda, the vote, everything else.”

Walters’ also attacked “radical gender ideology.”

Walters’ curriculum also focused on identifying “the source of the COVID-19 pandemic from a Chinese lab and the economic and social effects of state and local lockdowns.”

Rosin then interviewed a teacher who in 2016 told his majority Latino students something he would never say now:  “’I would never vote for something that would bring harm to you.’” Which, he said, put his students at ease.”

The teacher is now debating about whether he can post a picture of John Lewis, with the quote, “When you see something that is not right, not fair, not just, you have to speak up.”

Rosin again spoke with Summer Boismier who lost her license due to having The Fault in Our Stars, The Hate U Give, and the Twilight saga among the 500 books in her classroom. Boismier has “applied to more than 300 positions—with zero offers.” She now calls herself “educational kryptonite”

In conclusion, Walters says:

I went to war with a group that has an unlimited amount of money, nearly an unlimited amount of political power, that had bought off so many elected officials, that have bought off so many different interest groups. And we took on an education establishment of administrators, school-board associations, teachers’ unions.

Now he leads Teacher Freedom Alliance, which is a part of the Freedom Foundation which claims to be:

More than a think tank. We’re more than an action tank. We’re a battle tank that’s battering the entrenched power of left-wing government union bosses who represent a permanent lobby for bigger government, higher taxes, and radical social agendas.

Walters claims he’ll lead the war for:

Educators’ real freedom, freedom from the liberal, woke agenda that has corrupted public education. We will arm teachers with the tools, support, and freedom they need, without forcing them to give up their values

By the way, there are about 4 million teachers in the U.S. And when I last checked the Teacher Freedom web site, they proclaimed that they represented 2,748 teachers, presumably, in the nation. Now I can’t find their numbers on the site. So, I wonder whether Walters’ army is up to the task of defeating public school educators and their norms.

And, at least according to the Tulsa World, Walters is being replaced by Lindel Fields, a retired CareerTech administrator, who it is hoped will “calm the waters.”

Categories Accountability, Censorship, Democracy, Education Industry, Education Reform, Ethics, Extremism, Oklahoma

John Thompson Reviews Hanna Rosin’s Report on the Education Mess in Oklahoma: Part 1

By dianeravitch
October 13, 2025 //
1

John Thompson, retired teacher and historian in Oklahoma, listened to a two-part podcast about Oklahoma education by Hanna Rosin of The Atlantic. He reports on what he heard, based on his in-depth knowledge of politics and education in his state.

John Thompson writes:

Introducing her first podcast on Oklahoma State Superintendent Ryan Walters, the Atlantic’s Hannah Rosin notes the long history of public schools being attacked for cultural and political reasons. Then, she recalls:

What’s been happening to American public schools lately is different: more coordinated, more creative, and blanketing the nation. Pressure on what kids learn and read is coming from national parents’ movements, the White House, the Supreme Court.

Rosin further explains that Ryan Walters “has pushed the line further than most.”

Walters recently announced an ideology test for new teachers moving to Oklahoma from “places like California and New York.” And, although the Oklahoma Supreme Court has issued a temporary stay on Walters’ standards, he’s “tried to overhaul the curriculum, adding dozens of references to Christianity and the Bible and making students ‘identify discrepancies in 2020 elections results.’”

The first of two podcasts review how Walters has “already succeeded in helping create a new template for what public schools can be.” Part two will go even deeper into how “Walters and a larger conservative movement seem to be trying to redefine public schools as only for an approved type.” As he said, “If you’re going to come into our state … don’t come in with these blue-state values.”

Rosin starts with Walters’ “Office of Religious Liberty and Patriotism,” and his claim, “For too long in this country, we’ve seen the radical left attack individuals’ religious liberty in our schools. We will not tolerate that in Oklahoma.” He said this in a video sent to school administrators who were supposed to play it for every student and every parent.

This mandate, however, is the opposite of his approach when he was an award-winning “woke” middle school teacher. Rosin interviewed two of Walters students, Shane and Starla, about his “parodies,” that were called, “little roasts.”

Shane, a male conservative, compared Walters’ “little roasts,” such as “Teardrops on My Scantron,” to those of Jimmy Kimmel.  

Starla, a lesbian. said of her teacher, “He was woke! (Laughs.) He was a woke teacher.” And she praised his teaching about the civil rights movement.

Rosin reported that today’s Ryan Walters is “unrecognizable” in comparison to the teacher they knew.  And, “Shane compared it to how you’d feel about your dad if he remarried a woman you didn’t like.”

In 2022 , when running for State Superintendent, pornography was Walters’ issue. He strongly supported HB 1775, which was a de facto ban on Critical Race Theory. It forbid teaching things like, “an individual, by virtue of his or her race or sex, is inherently racist, sexist or oppressive, whether consciously or unconsciously.”

Walters’ top target was a high school teacher, Summer Boismier,  who, in response, covered her bookshelves with butcher paper. But she also posted a QR code for a Brooklyn library, which had books that Walters said were pornography.  Boismier resigned, but Walters successfully asked the Oklahoma State Board of Education to revoke her teaching certificate. He said, “There is no place for a teacher with a liberal political agenda in the classroom. Ms. Boismier’s providing access to banned and pornographic material to students is unacceptable and we must ensure she doesn’t go to another district and do the same thing.”

After being labeled a pedophile, Boismier started to get serious threats. Then the Libs of TikTok started a campaign against alleged gay teachers who were supposedly “groomers,” prompting bomb threats.

Then, as Rosin explained, “state Democrats called for an impeachment probe, and Walters leaned in harder.” For instance, Walters ramped up his campaign against teachers unions who he called a “terrorist organization.”

Walters also claimed that a “civil war” was being fought in our schools.

Rosin reported on how Walters gained a lot of attention “when he said teachers could cover the 1921 Tulsa Race Massacre, where white Tulsans slaughtered hundreds of Black people, but they should not, quote, ‘say that the skin color determined it.””

Then, “Walters accused the media of twisting his words. He said that “kids should never be made to feel bad or told they are inferior based on the color of their skin.”

In 2024, Rosin recalled,  Walters “directed all Oklahoma public schools to teach the Bible. And in an appearance on Fox News, Walters talked about displaying the Ten Commandments.” He claimed, “What we’ve seen in America are the Democrats, the teachers’ unions have driven God out of schools, and Americans, Oklahomans, President Trump want God back in the classroom.”

Trump responded on Truth Social, “Great job by Oklahoma State Superintendent Ryan Walters on FoxNews [sic] last night. Strong, decisive, and knows his ‘stuff.’” And, “I LOVE OKLAHOMA!”

There was pushback when it was learned that “one of the few Bibles that met Walters’ criteria is the “God Bless the USA Bible.” It was “endorsed by Lee Greenwood and President Trump. It sells for $59.99.”

As the first part of the podcast came to an end, it reviewed Walters’ recent setbacks.

The U.S. Supreme Court  stopped Oklahoma’s plan for  the nation’s first publicly funded religious charter school. The Oklahoma Supreme Court has paused the Bible plan. And the special test by Prager U. for teachers from California, New York, and other “woke” states, faces legal challenges.

And Walters was lambasted after sexually explicit images of naked women were seen on a screen inside his office.

Part two will give Walters a chance to tell his side of the story. Rosin previews his response by quoting him: “Yeah, they’re outrageous liars.”

Categories Bigotry, Censorship, Curriculum, Education Industry, Education Reform, Extremism, Freedom to Learn, Freedom to Read, Funding, Oklahoma

John Thompson on Ryan Walters, MAGA Zealot

By dianeravitch
September 26, 2025 //
7

After raising a national profile by taking MAGA ideas to absurd extremes, Ryan Walters resigned yesterday, going out in a blaze of ignominious display.

John Thompson explains:

For months, I’ve been hearing predictions that State Superintenent Ryan Walters would not serve out his term. Originally, the rumors had to do with the questionable legality of his actions. Recently they have focussed on the Republicans, who once supporteded him,  but who are now fed up with his antics.

Since I submitted this piece, yesterday, Walters said “he is ‘excited’ to step down and accept his new position. He said his goal is to ‘destroy the teachers unions.’”

Walters announced he will become the CEO of the Teacher Freedom Alliance (which says it has 2,748 teachers enrolled.) He proclaimed:
“For decades, union bosses have poisoned our schools with politics and propaganda while abandoning parents, students, and good teachers. That ends today. We’re going to expose them, fight them, and take back our classrooms,” said Walters in a press release. “At the Teacher Freedom Alliance, we’re giving educators real freedom, freedom from the liberal, woke agenda that has corrupted public education. We will arm teachers with the tools, support, and freedom they need, without forcing them to give up their values. This is a battle for the future of our kids, and we will not lose.”

Below is background information on how Walters got to this point.

Introducing her first podcast on Oklahoma State Superintendent Ryan Walters, the Atlantic’s Hannah Rosin notes the long history of public schools being attacked for cultural and political reasons. Then, she recalls:

What’s been happening to American public schools lately is different: more coordinated, more creative, and blanketing the nation. Pressure on what kids learn and read is coming from national parents’ movements, the White House, the Supreme Court.

Rosin further explains that Ryan Walters “has pushed the line further than most.” 

Walters recently announced an ideology test for new teachers moving to Oklahoma from “places like California and New York.” And, although the Oklahoma Supreme Court has issued a temporary stay on Walters’ standards, he’s “tried to overhaul the curriculum, adding dozens of references to Christianity and the Bible and making students ‘identify discrepancies in 2020 elections results.’”

The first of two podcasts review how Walters has “already succeeded in helping create a new template for what public schools can be.” Part two will go even deeper into how “Walters and a larger conservative movement seem to be trying to redefine public schools as only for an approved type.” As he said, “If you’re going to come into our state … don’t come in with these blue-state values.”

Rosin starts with Walters’ “Office of Religious Liberty and Patriotism,” and his claim, “For too long in this country, we’ve seen the radical left attack individuals’ religious liberty in our schools. We will not tolerate that in Oklahoma.” He said this in a video sent to school administrators who were supposed to play it for every student and every parent.

This mandate, however, is the opposite of his approach when he was an award-winning “woke” middle school teacher. Rosin interviewed two of Walters students, Shane and Starla, about his “parodies,” that were called, “little roasts.”

Shane, a male conservative, compared Walters’ “little roasts,” such as “Teardrops on My Scantron,” to those of Jimmy Kimmel.  

Starla, a lesbian. said of her teacher, “He was woke! (Laughs.) He was a woke teacher.” And she praised his teaching about the civil rights movement.

Rosin reported that today’s Ryan Walters is “unrecognizable” in comparison to the teacher they knew.  And, “Shane compared it to how you’d feel about your dad if he remarried a woman you didn’t like.”

In 2022 , when running for State Superintendent, pornography was Walters’ issue. He strongly supported HB 1775, which was a de facto ban on Critical Race Theory. It forbid teaching things like, “an individual, by virtue of his or her race or sex, is inherently racist, sexist or oppressive, whether consciously or unconsciously.” 

Walters’ top target was a high school teacher, Summer Boismier,  who, in response, covered her bookshelves with butcher paper. But she also posted a QR code for a Brooklyn library, which had books that Walters said were pornography.  Boismier resigned, but Walters successfully asked the Oklahoma State Board of Education to revoke her teaching certificate. He said, “There is no place for a teacher with a liberal political agenda in the classroom. Ms. Boismier’s providing access to banned and pornographic material to students is unacceptable and we must ensure she doesn’t go to another district and do the same thing.”

After being labeled a pedophile, Boismier started to get serious threats. Then the Libs of TikTok started a campaign against alleged gay teachers who were supposedly “groomers,” prompting bomb threats.

Then, as Rosin explained, “state Democrats called for an impeachment probe, and Walters leaned in harder.” For instance, Walters ramped up his campaign against teachers unions who he called a “terrorist organization.”

Walters also claimed that a “civil war” was being fought in our schools.

Rosin reported on how Walters gained a lot of attention “when he said teachers could cover the 1921 Tulsa Race Massacre, where white Tulsans slaughtered hundreds of Black people, but they should not, quote, ‘say that the skin color determined it.”” 

Then, “Walters accused the media of twisting his words. He said that “kids should never be made to feel bad or told they are inferior based on the color of their skin.”

Trump responded on Truth Social, “Great job by Oklahoma State Superintendent Ryan Walters on FoxNews [sic] last night. Strong, decisive, and knows his ‘stuff.’” And, “I LOVE OKLAHOMA!”

There was pushback when it was learned that “one of the few Bibles that met Walters’ criteria is the “God Bless the USA Bible.” It was “endorsed by Lee Greenwood and President Trump. It sells for $59.99.”

As the first part of the podcast came to an end, it reviewed Walters’ recent setbacks. 

The U.S. Supreme Court  stopped Oklahoma’s plan for  the nation’s first publicly funded religious charter school. The Oklahoma Supreme Court has paused the Bible plan. And the special test by Prager U. for teachers from California, New York, and other “woke” states, faces legal challenges.

And Walters was lambasted after sexually explicit images of naked women were seen on a screen inside his office.

Part two will give Walters a chance to tell his side of the story. Rosin previews his response by quoting him: “Yeah, they’re outrageous liars.”

Categories Accountability, Bigotry, Ethics, Extremism, Oklahoma, Religion, Separation of church and state, Union

Ryan Walters, Oklahoma’s Firebrand State Superintendent, Resigns

By dianeravitch
September 25, 2025 //
6

Ryan Walters announced that he was resigning his elected post as Superintendent of Schools in Oklahoma announced he is resigning. He plans to dedicate himself to fighting teachers’ unions.

Only two days ago, Walters told the local NPR station that he wanted every high school in the state to open a Turning Points USA chapter in its school.

The State Attorney General lambasted Walters.

Walters spent most of his energy promoting evangelical Christianity in the public schools. He wanted Bible-based lessons, the Ten Commandments in every classroom, and prayer in the schools. He was an outspoken MAGA guy and tried to insert doubts about the 2020 election in the social studies curriculum.

The final straw may have been the time recently when Walters conducted a meeting with members of the State Board of Education in his office and two attendees saw pornography on his television screen. Walters meanwhile had been ranting about pornography in school libraries.

Good riddance!

Categories Accountability, Disruption, Extremism, Oklahoma, Religion, Separation of church and state

John Thompson: Will Oklahoma Test Students on Their Knowledge of Christian Nationalism?

By dianeravitch
September 3, 2025 //
6

John Thompson, historian and retired teacher in Oklahoma, follows the bizarre twists and turns of education policy in Oklahoma. Since the election of Ryan Walters, MAGA extremist as State Superintendent, the changes have been dizzying.

Thompson writes:

Following the lead of Texas Gov. Greg Abbott, Oklahoma State Superintendent Ryan Walters announced that the state will stop statewide standardized testing. Instead, school districts should benchmark assessments that they purchase from private vendors.

Walters did so without receiving the approval of the U.S. Education Department’s authority to choose testing vendors and assessment schedules. He also ordered the change without consulting with educators and school patrons. In other words, Oklahomans will not get to answer questions, such as:

Would they prefer state tests that hold schools accountable for Walters’ standards regarding American exceptionalism and Christianity?

Or would they prefer benchmark metrics about evidence that President Donald Trump won the 2020 presidential election, and more than 40 references to Christianity and the Bible?

Seriously, Republicans and Democrats both expressed skepticism in regard to Walters’ impossible order.  Even the Texas legislature is also divided between those who want to compare student outcomes to specific state standards, as opposed to comparing Texas students to those in other states through a norm-referenced test.

But Oklahomans need to discuss a more fundamental question:

Why in the world do we have state tests for accountability purposes? Is there any evidence that those tests have done more good than harm to teaching and learning?

During the first half of my career, educators remembered the damage done by 1980s teach-to-the-test. In the late 1990s, when State Superintendent Sandy Garrett and her science-driven team protected the autonomy of teachers, and in 1998 when percentage of Oklahoma 8th graders who were Basic or above, according to NAEP reading scores, was eight points higher than the nation’s, teachers were given an aligned-and-paced curriculum guide. However, my school’s principal had the autonomy to tell us that she knew we wouldn’t use it but asked us not to throw it away.  It could be valuable for new and/or struggling teachers. So, we were just asked to keep it on file in case a central office administrator, with a different view, dropped by our room.

Of course, the effort to get every teacher “on the same page” to improve standardized test scores was disastrous – resulting in skin-deep, in-one-ear-out-the-other instruction documented, in part, by the collapse of NAEP scores.

On the eve of No Child Left Behind, John Q. Easton warned the OKCPS that no school improvement was possible without first building a foundation of trusting relationships. Afterwards in the parking lot, our district’s great researchers agreed with Easton. But they correctly predicted that when NCLB forced us to replace Norm Reference tests (NRT), that couldn’t be taught to, with Criterion Referenced Tests (CRT) that could be taught to, that our data would be corrupted.

Accountability-driven, competition-driven Corporate School Reform was doubly destructive because misleading metrics became one of the weapons that helped drive excessive levels of school choice. It created schools like mine with intense concentrations of extreme, generational poverty and students who endured multiple traumas, known as ACEs.

And that gets to the next conversation that we need – is there any conceivable way that school grade cards could give accurate information on the quality of educators who committed themselves to the poorest children of color? Is there any way that the benefits they might provide to students in higher-performing schools could ever match the damage they do to students left behind in the highest-challenge schools?

Especially today, when immigrants are being terrorized and mental health challenges are increasing, and chronic absenteeism is surging during a time of budget cuts, who could deny that grading schools is, at best, a distraction?

For example, we need comprehensive and expensive team efforts to address chronic absenteeism. Was there any way that punishing schools for chronic absenteeism, as well as the effects of the increased stress students are experiencing, could be a solution? 

Getting back to the bipartisan conversation we need, teachers unions, numerous Democrats, Republicans, and education leaders have a long history of opposing high-stakes testing. And Senator Julia Kirt (D) explains:

“Absolutely we should have a conversation about what testing is appropriate and when, and we’ve been bringing up that conversation up for years. … But him doing it this way, I don’t think complies with state law, and it makes us all have to do a bunch of scrambling to figure out what’s happening.”

And as Republican candidate for State Superintendent Rob Miller says, when “testing becomes less about improvement and more about sorting and ranking schools. That’s not accountability, it’s a road to nowhere.”

Or, we could trust Ryan Walters’ road to Christian Nationalism …

Categories Oklahoma, Religion, Standardized Testing

Oklahoma Creating Test for Teachers from CA and NY to Screen Out “Radicals”

By dianeravitch
August 21, 2025 //
12

Ryan Walter, the firebrand MAGA Superintendent of Schools in Oklahoma, has hired PragerU, a rightwing organization, to develop a test specifically for teachers from California and New York. The test, now under development, is intended to identify teachers with views about gender and patriotism that are unacceptable in Oklahoma.

Oklahoma has a shortage of teachers and lower pay than either of the targeted states. I seriously doubt that teachers from California and New York are flooding in to Oklahoma.

The AP reported:

Oklahoma will require applicants for teacher jobs coming from California and New York to pass an exam that the Republican-dominated state’s top education official says is designed to safeguard against “radical leftist ideology,” but which opponents decry as a “MAGA loyalty test.”

Ryan Walters, Oklahoma’s public schools superintendent, said Monday that any teacher coming from the two blue states will be required to pass an assessment exam administered by PragerU, an Oklahoma-based conservative nonprofit, before getting a state certification.

“As long as I am superintendent, Oklahoma classrooms will be safeguarded from the radical leftist ideology fostered in places like California and New York,” Walters said in a statement.

PragerU, short for Prager University, puts out short videos with a conservative perspective on politics and economics. It promotes itself as “focused on changing minds through the creative use of digital media.”

Quinton Hitchcock, a spokesperson for the state’s education department, said the Prager test for teacher applicants has been finalized and will be rolling out “very soon.”

The state did not release the entire 50-question test to The Associated Press but did provide the first five questions, which include asking what the first three words of the U.S. Constitution are and why freedom of religion is “important to America’s identity.”

Prager didn’t immediately respond to a phone message or email seeking comment. But Marissa Streit, CEO of PragerU, told CNN that several questions on the assessment relate to “undoing the damage of gender ideology.”

Jonathan Zimmerman, who teaches history of education at the University of Pennsylvania, said Oklahoma’s contract with PragerU to test out-of-state would-be teachers “is a watershed moment.”

“Instead of Prager simply being a resource that you can draw in an optional way, Prager has become institutionalized as part of the state system,” he said. “There’s no other way to describe it.”

Zimmerman said the American Historical Association did a survey last year of 7th- to 12th-grade teachers and found that only a minority were relying on textbooks for day-to-day instruction. He said the upside to that is that most history books are “deadly boring.” But he said that means history teachers are relying on online resources, such as those from Prager.

“I think what we’re now seeing in Oklahoma is something different, which is actually empowering Prager as a kind of gatekeeper for future teachers,” Zimmerman said.

One of the nation’s largest teachers unions, the American Federation of Teachers, has often been at odds with President Donald Trump ‘s administration and the crackdown on teacher autonomy in the classroom.

“This MAGA loyalty test will be yet another turnoff for teachers in a state already struggling with a huge shortage,” said AFT President Randi Weingarten.

She was critical of Walters, who pushed for the state’s curriculum standards to be revised to include conspiracy theories about the 2020 presidential election.

“His priority should be educating students, but instead, it’s getting Donald Trump and other MAGA politicians to notice him,” Weingarten said in a statement.

Tina Ellsworth, president of the nonprofit National Council for the Social Studies, also raised concerns that the test would prevent teachers from applying for jobs.

“State boards of education should stay true to the values and principles of the U.S. Constitution,” Ellsworth said. “Imposing an ideology test to become a teacher in our great democracy is antithetical to those principles.”

Categories Oklahoma, Stupid, Teacher Shortage, Trump
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