I want to share a few thoughts that have been on my heart. In the midst of heated debates and political division, it's easy to lose sight of what truly matters: ensuring that our children receive the education they deserve.

As a teacher who spent over 20 years in the classroom, I believe most parents genuinely love their kids and are doing their best with the resources and information they have. Unfortunately, many parents and communities are caught in a knot of misinformation and fear-driven narratives that create division and distract from addressing the real issues in education.

The toxic national politics and misinformation aren't just staying in Washington; they're trickling into our local schools, affecting teachers, students, and school systems in harmful and unsustainable ways.

The Problem of Silence and Division

Those fueling this division are a vocal minority. What's equally troubling is the silence of those who know better. Remaining quiet, thinking it keeps the peace, only allows this fire to spread. Those who do speak up — many of them dedicated teachers — often face burnout and are labeled as enemies by those who don't understand the realities of education. How can anyone teach effectively in an atmosphere of hostility and distrust?

We see this play out in demands to ban books, whitewash history, and tightly control what every child learns. Parental engagement in education is essential, and their input is invaluable, but parents are not trained educators. Many are being misled into focusing on made-up issues that create division and distraction rather than tackling real problems like literacy, truancy, funding formulas, bullying, teacher retention, parental engagement, and student behavior. These are the issues that truly need attention if we are committed to giving every child the best education possible.

The Reality of Misinformation

In the past few months, I attended two school board debates. One was held at a country club on a sunny day, while the other was in a dusty old school auditorium. Despite the stark contrast in venues, both events had poor attendance, and the discussions centered on the same themes:

"I think we need to ban CRT (Critical Race Theory) and DEI (Diversity, Equity, and Inclusion) in all of our schools. We don't need any of that. The only diversity I care about is diversity of thought," proclaimed one candidate, a man of mature years. He was met with raucous applause by the five people present. (Okay, there were a few more than five people, but you get my point).

During another segment of the debate, someone asked the only Black candidate: "What are you doing to ban CRT and keep it out of our schools?"

Her response was brilliant: "I taught in our district for 37 years, and since my retirement, I have volunteered and subbed there. I have never seen anyone teaching CRT in our schools. Up until recently, I didn't even know what CRT was. I had to look it up. It's a non-issue."

According to the 2022 National Assessment of Educational Progress (NAEP), 37% of fourth-grade and 30% of eighth-grade students in the United States performed below the NAEP Basic level in reading. The NAEP Basic level represents partial mastery of fundamental reading skills; students performing below this level are considered to be reading below grade level (NCES, 2022).

The Classroom Experience

As a teacher, I often grappled with the gap between what students needed and what the system prioritized. When I taught high school seniors, I felt guilty sending some of my students into the world, knowing their reading skills were subpar. It wasn't because they lacked intelligence or the ability to increase their reading abilities. They lacked the will to read, and we lacked the will to require them to do so.

The year I changed from teaching 10th-grade English to 12th-grade English, I assumed I'd be teaching two grade levels higher. Boy, was I wrong. During the first month of school, at least ten students requested to be removed from my class, and some even circulated a petition to get me fired because they felt my class was too hard and my expectations were too high.

One student I had previously taught in the 10th grade was now in my 12th-grade class. She was sweet, hardworking, and always turned in her assignments, often completing any extra credit opportunity given. In 10th grade, she was a B-C student. But in the 12th grade, she did not pass a single test. After some investigation, I realized she struggled to read well and may have a reading disability. This young lady had likely struggled for years, but systemic practices designed to make passing easier masked the problem.

I had to explain my concerns about her reading challenges and was attempting to offer solutions. She did not take it well. She ran out of the room crying. And her mother didn't take it well either. Her mother was outraged and came to the school to let me have it. When I explained my reasoning and intentions, the mother calmed down and told her daughter: "I don't believe Miss Jade was trying to hurt you. I believe she had your best interests at heart. Sometimes, the truth is hard to hear, no matter how kindly it is delivered."

We failed that child. I failed that child. This story isn't unique. It reflects a systemic problem where a focus on graduation rates overshadows the need for true skill mastery.

Systemic Failures

This is not an isolated story. Across the country, a significant portion of students are not meeting grade-level expectations in reading. This issue poses long-term consequences that threaten our nation's future. Instead of addressing this, too many discussions focus on banning books rather than encouraging students to read more. We must shift our priorities to improve literacy outcomes, address systemic inequities, and foster an environment where all students can thrive.

When we have meetings or discussions about education, we should discuss our plan to address this problem, such as implementing evidence-based reading instruction methods, like phonics, to improve literacy outcomes. But no, all we talk about is banning books and Critical Race Theory.

Frankly, it seems some people seek power in order to destroy public education rather than improve it. And this trend isn't isolated; the toxic behavior we see in Congress — where fighting and obstructing have taken the place of real problem-solving — has started to spread to our local communities.

We can't let this happen to our schools. All this talk of "left" and "right" and you aren't "liberal" or "conservative" enough is distracting us from what truly matters: our children getting the best education possible. We are Americans first — and beyond that, we are humans, bound by a shared responsibility to respect and uplift one another if we hope to thrive. The division over "red" or "blue" has obscured the red, white, and blue we all stand for. We're the United States, united under a common creed: The Constitution.

For anyone who hasn't read it recently, I encourage revisiting the Preamble, the Declaration of Independence, and the Emancipation Proclamation. These documents outline our nation's goals: life, liberty, the opportunity to pursue happiness, justice, domestic tranquility, and securing liberty for future generations. Freedom of speech, religion, and press; free and high-quality public education; fair elections where every vote counts; independent and equal government branches; and a justice system that strives for equal justice under the law — these are the foundations of our society. For democracy to work, we must have a population of literate, engaged citizens. Without a thriving educational system, our democracy is at great risk.

The Vision for Education

Here's what a thriving and robust educational system could look like and what education policies should focus on to benefit our children:

Equitable Funding: Schools in low-income areas must receive the same resources as those in affluent areas (Darling-Hammond et al., 2020). In my state, we have schools nicknamed "corridors of shame" because the facilities are falling apart, and the resources are subpar. In the same state, however, we have schools with state-of-the-art facilities and the latest technology and gadgets. The poorer schools are set up to keep the community poor. How can the students attending these schools ever hope to escape the trap of poverty without high-quality schools? Your zip code should not determine the quality of education you receive.

Smaller Class Sizes: Classes of about 15 students improve individualized instruction and student outcomes (Mathis, 2016). All of the research supports this fact, but because of funding issues, a nationwide teacher shortage, and a lack of space, schools don't do this one simple thing that could improve learning outcomes. With smaller class sizes, teachers can form closer relationships with students and parents and better communicate with and engage parents and other members of a student's team.

I had this privilege for one year of my career. We were on a modified block schedule. I had two classes of about 15 students for 100 minutes a day in my English 2 CP class, and I had a group of 15 students in my African American literature class for 50 minutes daily. I only had 45 students that entire year. I did some of my best teaching. I was able to teach using more hands-on kinesthetic activities and project-based learning. I could give more detailed feedback on their work, and I had more time to devote to individualized tutoring and remediation efforts. I knew all of the parents and planned after-school events with them. I built trust and stronger relationships with the students and parents. The students exceeded expectations that year, most of them scoring above average and exemplary on their exit exams. I wish this were the norm.

Diversity in Teaching Staff: A diverse faculty benefits all students and improves educational outcomes (Scott, 2024). This is another research-based proposal. Students need to see adults they can relate to and connect with. With the diversity of visible traits like race and gender comes diversity in what can't be seen: personalities, life experiences, worldview, methods of expression, ability to empathize, teaching styles, and access to diverse information and resources. We live in a diverse world. Exposure to diversity as a child makes children grow up less fearful of differences and more equipped to navigate diverse populations as adults. They realize that people are people, and we are more alike than different. Our differences are not to be feared but celebrated and appreciated for the gifts they give us all.

I knew my presence in the school would benefit black children. They needed to see positive black role models, and our common background made it easier for them to trust me and relate to me, which made it easier for them to learn with me. What surprised me, however, was how important my presence was to white children. Many of them had never been exposed to an educated black woman in a position of authority. Many said spending a year with me expanded their mindset and view of people. All students need to be exposed to diverse populations in various positions.

Real Accountability: We need evidence-based approaches like standards-based grading to ensure grades reflect what students know and can do (Guskey, 2015). One of my favorite principals once told me that time is the variable, and the standard is the constant. Everyone learns at different paces, but the goal should be for the students to meet the learning standards before they proceed to the next level. Grades should not be based on whether or not a student is well-behaved or merely compliant in turning in their work. Grades should be based on whether or not they've learned the content and mastered the skills. Because of overcrowded classrooms, time constraints, and pressure from above to have high promotion rates, this has not been the case for far too many classrooms in this country.

Parental Engagement: Schools and parents must work together to foster student success (Annie E. Casey Foundation, 2023). A supportive parent is a teacher's greatest weapon to engage a child. So many parents had bad experiences in school and don't trust us or any authority figures. If we can earn their trust and get them to believe we have their child's best interest at heart, most parents will do anything to support their child's success.

Options and Choices: Students learn differently, and our schools should reflect that by offering vast options and choices. Themed schools or schools within schools tailored to artistic, technical, or STEM-focused learners would create pathways for success that match students' strengths. It would be fantastic if all learning styles were accommodated and we made learning accessible to every type of brain (Darling-Hammond, Rothman, & Cookson, 2018).

Increase Teacher Compensation: Teachers should make the same as other professions with similar educational and certification requirements and demands. If they did, we would attract and retain more talent, especially men (Institute of Education Sciences, 2017). We desperately need more men in the schools. I am very concerned about our boys. They are falling behind nationwide. Having more men present and influencing how things are done will possibly make education a better experience for boys and get them more engaged with learning.

Useful Professional Development: We must upgrade classroom operations to prepare our students for a 21st-century workforce. The research is ample. We know what works in classroom management and instructional and assessment strategies. We must ensure our teachers are trained to do what works to promote the best learning outcomes possible for our children (University of San Diego, 2024). This starts in teacher education programs but continues with pointed and useful professional development.

A Growth Mindset: We have to believe that all children, regardless of where they come from or what they look like, can learn. They may not all start at the same spot, and they may not learn at the same pace or in the same ways, but they can all experience growth if we put in the strategies that work and the students, teachers, and parents put forth the effort needed for them to experience that growth. Too many educators have a fixed mindset. They believe some have it, and some don't, and nothing can be done to change that. That is just simply not true. ALL children can make academic gains if we all work more strategically. Remediation and enrichment must be a part of curriculum planning, and failing must be an option again.

The possibility of failure must exist for any genuine growth and success to occur. Failure means -not yet, not -not ever. Learning how to fail forward is a part of life. What I mean by failing forward is not seeing failure as a death or end. See failure as a part of the process of growth. Failure allows us to identify our deficiencies and focus on strengthening them. If grades are inflated or curriculum and expectations are watered down, students will never know what they don't know and go out into the world unprepared. We should adopt a growth mindset and genuine interventions that improve learning outcomes, not just make us look good on paper (American University, 2020). Everyone is not going to get it in 12 years. Why can't we give them the time they need to master the content? How does pushing them out before they are ready benefit them or society?

Teach Character and Work Ethics: Please allow teachers to establish and enforce deadlines and rules. Not only will this make it easier for teachers to manage their classrooms and actually teach, but it will also free them to put time into more genuine interventions that result in improved learning outcomes. This will help improve learning outcomes, work ethics, and prepare our students for college and the workforce (Betkowski, 2023). We talk a lot about preparing students for college and the workforce. In college and the workforce, work ethics matter. You are expected to arrive on time, and deadlines aren't suggestions. They are mandates. If students don't learn this in school, where will they learn it?

College or Vocational Track: Every student should be on a college or vocational track. If students are not taking and succeeding in the courses required to attend college or they have no desire to attend college, they should get vocational training and graduate with a certification in their chosen field (Bouchrika, 2024). Too many of our children are graduating into oblivion, unable to demand high-paying jobs because they have low skills and no credentials.

Business and Community Partnerships: Schools should partner with businesses, churches, nonprofits, and other organizations for not only funding but also resources, information, mentoring, student internships, and even planning and partnering with schools on project-based or service-based learning activities. The more the community is engaged with the schools, the better (Sudderth, 2022).

A Robust Career Exploration Program: From a very early age, students should be exposed to the various careers out there. By the time they reach high school, they should have enough engagement and life experiences to know their talents, interests, and career possibilities. They can change their minds, but they should have a plan, a dream, something they are working towards. This will increase motivation and focus. Every high school should have career tracks from which students can choose (Bouchrika, 2024).

Literacy Across the Curriculum: We need to bring back reading, writing, note-taking, and vocabulary development in every subject. Students need to actively read and utilize their textbooks, learning how to pick out main ideas, summarize information, and take their own notes. Students need to read books in various genres. Literacy is not just the job of the English teacher (Fisher & Frey, 2002).

A Call to Unity

Our government exists to serve the people and to protect our rights and freedoms within the framework of our Constitution. It is healthy to debate methods or strategies, but when we diverge on these foundational principles, we're heading down a dangerous path. A thriving and robust educational system is necessary for us to be who we claim to be.

The challenges in education are complex, but they're not impossible to overcome. What's missing is the will to set aside division and focus on what matters. Public education is the cornerstone of democracy, preparing the next generation to lead, innovate, and contribute to society.

We need to stop letting toxic politics dictate our priorities. The Constitution reminds us of our shared goals: justice, liberty, and the pursuit of happiness for all. That must be our common goal, our foundation, from which everything else we do flows. And if that is our goal, we will unite to do whatever we need to do to give our children their best chance at having a happy life. Access to a good quality education is a large part of making that possible for all. Ignore the noise and come together for the sake of our children and future posterity.

Please subscribe.

Thank you for reading my blog post. I appreciate your support so much. I am doing big things these days: writing books, designing merch, and trying to make a positive impact in the world while supplementing my income. Please subscribe to my Medium page and visit my website to find out what's happening with me: Salt & Light Creations, LLC — Home