Bay Area school’s ‘Woke Kindergarten’ led to lower test scores
A Controversial Experiment: Woke Kindergarten’s Impact on a Bay Area Elementary School
A Bay Area elementary school, Glassbrook Elementary School in Hayward, took a bold step by introducing a program called “Woke Kindergarten” in an attempt to improve student achievement. However, this decision seems to have backfired, as the school’s performance has further declined.
Woke Kindergarten, a company hired by the school for $250,000, aimed to train teachers on topics like white supremacy and oppression. The school used federal funds, specifically allocated to enhance test scores in underperforming schools, to pay for this program.
The curriculum provided by Woke Kindergarten includes a “woke word of the day,” introducing children to a language of resistance and liberation. The goal is to empower students to critique the system effectively. The company’s website states its commitment to abolitionist early education and pro-black and queer and trans liberation.
Despite the school’s good intentions, the results have been disappointing. Glassbrook Elementary’s English and math scores have both dropped by four percentage points each. Shockingly, less than 4% of students were proficient in math, and less than 12% were proficient in English as of last spring.
Glassbrook Elementary serves a predominantly low-income student population, with a majority of students having English as a second language. Over 80% of the students are Hispanic. The school has been on a state watch list for improvement since 2020 and has now been categorized as the lowest-performing level.
Some teachers at Glassbrook have expressed concerns about Woke Kindergarten, claiming that it focuses too heavily on progressive activism. One teacher, who identifies as a “gay moderate,” previously sued the school district for allegedly suppressing discussions about his husband and LGBT history. He was temporarily banned from the training sessions after questioning the meaning of “disrupt whiteness” in a third-grade classroom. The teacher also raised concerns about lessons on the website that discussed a world without police, money, or landlords.
Another teacher stated that dissenting voices were not welcomed during the training sessions. This teacher emphasized the need for reading interventionists to improve the school’s low reading scores.
Hayward Superintendent Jason Reimann defended the decision to hire Woke Kindergarten, stating that it was primarily aimed at boosting attendance and creating a safe environment for students. He expressed support for abolishing systems of oppression but acknowledged that the cost of the program was higher than anticipated.
While Glassbrook Elementary and the school district saw an improvement in attendance, other Bay Area schools have taken a different approach. For example, one San Francisco elementary school implemented a math intervention program that significantly increased the math proficiency rate from 15% to 50%.
What is the justification for allocating $250,000 of federal funds specifically earmarked for improving test scores towards the Woke Kindergarten program, and how does this decision impact other educational resources
Elementary School’s test scores have shown a decline since the implementation of the Woke Kindergarten program. This raises questions about the effectiveness of such an approach and its impact on student achievement.
While the idea behind Woke Kindergarten is to create a more inclusive educational environment, critics argue that focusing on topics like white supremacy and oppression at such a young age may not be developmentally appropriate for kindergarten students. They suggest that children at this age should be introduced to basic academic skills and social-emotional development, rather than burdening them with complex societal issues.
Moreover, some parents have expressed concerns about the curriculum’s emphasis on activism rather than traditional academic subjects. They worry that valuable learning time is being diverted towards discussions of social justice, negatively impacting students’ overall educational experience. These concerns are further heightened by the declining test scores, indicating a potential disconnect between the program’s goals and the students’ actual academic progress.
Another aspect that raises eyebrows is the cost of the program. The school has reportedly spent $250,000 on the Woke Kindergarten initiative, a significant amount of money that could have been allocated to other educational resources with proven effectiveness. The use of federal funds specifically earmarked for improving test scores in underperforming schools to pay for this program also raises questions about sound financial decision-making.
It is important to note that the intention behind the Woke Kindergarten program, to promote inclusivity and empower students, is commendable. However, the negative impact on academic performance suggests that the approach may need to be reevaluated. Perhaps a more balanced approach that incorporates both academic skills and social justice education is needed to ensure that students’ needs are fully met.
In conclusion, the implementation of the Woke Kindergarten program at Glassbrook Elementary School has proved to be controversial. While the school’s intentions to improve student achievement and create a more inclusive environment are praiseworthy, the decline in test scores raises concerns about the effectiveness of this approach. It is crucial for educators and policymakers to critically assess the impact of such experimental programs and ensure that the best interests of the students are at the forefront of any educational initiative.
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