Failing California School Wastes Money on Woke Kindergarten Program, Performance Worsens
Glassbrook Elementary School in Hayward, California, has poured $250,000 of federal funds into a program called Woke Kindergarten, only to see student achievement levels continue to plummet. This program, which was intended to introduce “liberatory vocabulary” and concepts of white supremacy and oppression to children, has shifted focus away from academic fundamentals, further disadvantaging students already struggling in math and English proficiency.
The school’s decision to allocate significant resources to a company that prioritizes “abolitionist early education” and “pro-black and queer and trans liberation” over basic educational needs is alarming. With less than 4% of students proficient in math and less than 12% proficient in English, the Woke Kindergarten’s curriculum seems to have been a terrible investment of taxpayer money. Most of Glassbrook’s students are low-income and Hispanic, and two-thirds speak English as a second language, so the need for foundational literacy and numeracy skills is paramount. Yet, the administration chose to focus on progressive propaganda.
The backlash from some teachers at Glassbrook highlights a disconnect between the program’s objectives and the educational needs of its students. Questions raised about the relevance and appropriateness of the material, including lessons on a world without police, money, or landlords, point to a deeper issue within the school’s approach to education. The goal of making students feel “safe and whole” is undoubtedly important, but it should not come at the expense of their academic achievement.
Superintendent Jason Reimann’s justification for the Woke Kindergarten program, emphasizing attendance over test scores, is a concerning reflection of misplaced priorities. While improving attendance is crucial, it should not be the sole focus, especially when academic proficiency is critically low. The slight improvement in attendance does not compensate for the continued academic decline, suggesting a need for a more balanced approach that addresses both attendance and academic performance.
Contrastingly, the success of a math intervention program in a San Francisco elementary school, which significantly raised math proficiency rates, underscores the importance of direct academic support. This example demonstrates that focusing on core academic skills can yield significant improvements in student outcomes.
The situation at Glassbrook Elementary serves as a cautionary tale about the dangers of prioritizing ideological agendas over academic excellence. It raises important questions about resource allocation and the true objectives of education. As we strive to create inclusive and supportive learning environments, we must also ensure that academic proficiency remains at the forefront of our educational efforts. Only by balancing these priorities can we truly serve the best interests of all students.