Whose Classroom?

In this week's column for The Villager, I ponder the growing interest and influence that parents, families, and community members have or are requesting in their local schools.

An interesting thing happened when schools went online last year – parents were given an insider's view of what goes on in the classrooms where they send their kids to learn. And now that the parents have been inadvertently invited into the classroom, some of them don’t want to leave.

Joanne Jacobs, an education researcher, has been writing about the issue of parental interest, involvement, and control that has arisen following the pandemic. Those issues came to a head last November in the Virginia governor’s race where controversies in Loudon County Schools became a factor in Glenn Youngkin’s campaign. Observers described the rise of a “parents matter” movement and credited it with Youngkin’s surprise victory. Jacobs believes that, after a year of depending on parents to be very involved in the actual teaching of the kids, parents may have a case for more influence in the classroom.

Discussion about parents’ role in what and how students are actually taught has been brewing for a while now, emerging ten years ago with the Common Core State Standards. Countless parents were shocked to realize they couldn’t help their kids with math homework under the new expectations. Recently, parents have questioned everything from cursive handwriting in elementary schools to the study of literature for seniors. In Michigan recently, the Democratic Party was criticized for a statement on the role parents play in the education of their kids. A post on the party’s Facebook page argued "The purpose of public education in public schools is not to teach kids only what parents want them to be taught."

In one regard, the very nature of schooling suggests parents should not be in charge of the education of their children. Unless they choose to homeschool and manage the curriculum and instruction, the decision to send kids away defers that authority to others. That deference is what the Michigan Democrats meant when they clarified that the role of public schools "is to teach them what society needs them to know. The client of the public school is not the parent, but the entire community, the public." Jack Schneider and Jennifer Berkshire made a similar claim in a Washington Post op-ed titled, “Parents Claim They Have a Right to Shape Their Kids’ Curriculum – They Don’t.” While that claim may seem inflammatory, their argument really isn’t. Education is about teaching students to “think for themselves,” even if some of those ideas run counter to the views of their parents. And in regards to many topics, parents may make decisions that aren’t always in the best interest of their children.

Similar debates are unfolding across the country, as in Indiana where late last year the attorney general introduced a Parents Bill of Rights. The fifty-page document reiterates numerous legal rights such as the opportunity to run for school board and the legal access to special education. However, the platform also makes general and ambiguous claims like “education policy and curriculum should accurately reflect the values of Indiana families.” In reality, policies and curriculum should reflect the best practices of content and pedagogy that will prepare students for post-graduate life which includes college and careers. It’s about creating a well-educated populace and fully actualized adults, not just reflecting a broad term like values. And it’s odd to envision one uniform, homogenous Indiana family which represents all seven million Hoosiers.

The transient nature of a student body and the inconsistent participation of families also makes such uniformity problematic. Even in the current era when school board meetings are politically charged and more widely attended, participation remains a miniscule percentage of a community. Thus, parent control of curriculum, standards, and pedagogy would inevitably represent only a small but vocal group. Curriculum cannot simply be adjusted year-to-year or even month-to-month, nor should it be, for that would be an inefficient model for instruction. Kids are in elementary, middle, and high school for at best five years, while staff are there for decades. Educators spend entire careers refining their content and craft, not a few hours watching a board meeting, reading a magazine article, or following a brief discussion on talk news.

In a recent editorial for the St. Louis Post Dispatch, Marita Malone, a professor and school board director advised that “Public schools must return to teaching and let parents do the parenting.” That pragmatic view is a rather astute observation that should guide this issue.