Education

First published in The Forum of Fargo-Moorhead December 10, 2022

The challenges facing school districts and teachers cannot be ignored. News reports and columns in this paper and elsewhere over the past several months signal the current state of public education. It’s not good.

Given our current political and philosophical divisions, identifying solutions is easier said than done. The Legislature will be asked to weigh in, but what is the state’s role? Well, let’s take a look at our Constitution and what it says about public education. Article VIII, Section 1 reads:

“A high degree of intelligence, patriotism, integrity and morality on the part of every voter in a government by the people being necessary in order to insure the continuance of that government and the prosperity and happiness of the people, the legislative assembly shall make provision for the establishment and maintenance of a system of public schools which shall be open to all children of the state of North Dakota…”

So how are we doing? Intelligence? Based on reports of test scores in North Dakota and around the country, we are not seeing “a high degree of intelligence” as a product of education today.

How do you rate the current state of our school system when it comes to “patriotism, integrity, and morality”? It has been a long time since either integrity and morality were a focus of public education. And the current rage of rewriting our history, such as the 1619 Project, snuffs out whatever ember of patriotism that remains. So what is the next step?

Before we can address the challenges facing education today, including the high level of stress many teachers are facing, we should agree on the objectives for public education. We should also agree on the expectations we have for school systems, students, school boards and teachers. That is if we are even allowed to have expectations.

At a time when math is seen by some to be racist and others say grammar rules are based on white supremacy, even implying that students, teachers, parents and taxpayers can have expectations is probably a nonstarter.

Assuming we will not come to a consensus on the goal of public education, we could start by treating some of the symptoms. For example, teacher morale and student test scores may improve if we focus on the 3 Rs. How much school time is spent on reading, writing and arithmetic? When the system ties itself into knots over pronouns and gender fluidity something has to give, and that something is traditional, core curriculum. If we push politics and ideology out of the classroom it will free up some time for math, science, reading and history.

The safety risks that teachers and students face today is another priority symptom and everyone from administrators, teachers, students and parents must be part of the solution. Public education cannot improve without discipline, meaningful and consistent discipline and that starts with parents. There is no shortage of administrators these days, and prioritizing discipline and structure over the latest woke agenda is a good place for administration to step up.

Education freedom is sweeping the nation. States like Iowa, Oklahoma, Texas, Florida, and others are focused on options for school children and their families. Options for a child to seek the best fit for their education. North Dakota, however, traditionally ranks at or near the bottom for educational freedom when compared to other states. This ranking is a badge of honor for many and one they intend to maintain at all cost, judging from the letters and columns on the bill.

As dependable as snowstorms in March, the folks fighting for the status quo trot out the same tired inaccuracies, falsehoods and outright lies every time there is an effort to pry open educational options and opportunities. Here are a few of the arguments being made against HB 1532.

It is unconstitutional

Opponents to education freedom like to cite a phrase from the North Dakota Constitution that prohibits money raised for public education to flow to private, sectarian schools. The people who raise this argument fail to provide the back story on this provision, included in the constitutions in many states. This wording is referred to as the Blaine Amendment, a purposefully anti-Catholic effort put forth by James G. Blaine.

Those raising this argument are also apparently unaware that the Blaine Amendment was struck down by the U.S. Supreme Court in Espinoza v Montana, or the subsequent opinion from Attorney General Drew Wrigley. The constitutional language cited by school choice opponents is not a barrier, it is not even a talking point.

Further, the money for HB 1532 is not money raised for public education, but more on that below.

The bill will rob the public schools

The next common argument floated to oppose school choice is that it will rob money from public schools. Again, false. The budget for K-12 education, core education, is on solid footing. That same argument would then have to apply to the spending for human services, infrastructure needs, higher education, or state employees. Simply put, the funding required for school choice does not come from public school funding. This argument is misleading at best.

Private schools have no accountability

This is a favorite argument from opponents to education freedom. It really gets people riled up, but a simple read of Title 15.1 of the Century Code shows a laundry list of rules and regulations for private schools under the Department of Public Instruction. Ask any administrator at a private school to explain the requirements for accountability that they deal with throughout the school year. But be prepared for a long discussion. Only schools that met the accreditation of the DPI would be considered qualified schools.

HB 1532 is a modest bill to provide some support for children and families searching for a better education option. These options should not be limited to families with the financial means to make that choice. Children learn differently and have different needs. It is time families were given help in allowing a choice where and how their children are educated.