The recent Congressional testimony from Harvard, MIT, and the University of Pennsylvania presidents regarding antisemitism showed the world why there is a complete lack of confidence in them. Above all, they demonstrated:
Failed leadership
Moral bankruptcy
Ideological conformity
These leaders of what were once esteemed higher education institutions are not the role models our students deserve. Their testimonies, which appeared like collusion even to a casual observer, made it clear that their party line is more important than the truth. Their Boards must hold them accountable; bad leaders remaining in office is, quite clearly, bad governance.
To learn more, read Higher Ed Has Become a Threat to America by John Ellis, WSJ Opinion.
Governance Fails When It Is Ceremonial
Private colleges and independent schools have rotted because their trustees have not done their jobs and are not accountable to anyone but themselves. Most boards consist of parents, mega-donors, DEI advocates, and people who unequivocally support the head of school’s agenda without asking tough questions. Courageous people who would openly challenge the status quo or call out the institutional rot are not selected to serve on these boards.
Some reasons trustees don’t do their job:
No viewpoint diversity on the board
Fear of retaliation, loss of status, expulsion
Lack of integrity
No moral courage
Years ago, Jonathan Haidt made the case for “Why Universities Must Choose One Telos: Truth or Social Justice.” Jonathan’s talk explains how schools cannot simultaneously pursue truth while prioritizing social justice.
What Does This All Have To Do With K-12 Independent Schools?
Those very same failed governance models, the same leadership void in universities, are far too prevalent in independent schools. Sadly, it is left to parents to uncover this on their own. When considering a school, you should discern whether the school telos favors social justice or the pursuit of truth. Parents should be able to answer that question and then choose a school accordingly. How would you know?
Research The School's Program
School websites are a helpful source of information. True social justice schools are very proud of their commitment to DEI and, therefore, will have detailed plans for you to read. Things to consider:
Read the website (search for DEI) to see how the school explains and prioritizes DEIJB and gender ideology. Read the DEI plans and look for “buzzwords”: inclusion, belonging, empathy, cultural competence, equity, justice, global citizenship, affinity groups, bias incident reporting, and safe spaces.
Confirm that teachers/administrators are not asked to keep secrets from parents.
Ask questions like:
Which books are assigned and featured in the library
Do guest speakers represent different perspectives?
Are teachers and administrators attending professional development that supports viewpoint diversity?
How big is the school DEI department?
How are school “consultants” vetted and evaluated?
Does the school teach that there are two biological sexes?
Example 1 - Boarding School:
“With such strong alignment between Milton’s educational mission and the call to action from our community, the Diversity, Equity, and Inclusion Commission (DEIC) united around a common goal: to lead Milton Academy in building an anti-oppressive and inclusive community of students, employees, families, and alumni that serves as a model for K–12 institutions."
Example 2 - PreK-12 Coed School:
"Diversity, equity, inclusion, and global education are foundational to the BB&N’s culturally responsive curriculum. “Leveraging anti-racist, anti-bias, culturally responsive pedagogy and practices that provide equitable learning opportunities for all community members.""
Example 3 - All-Boys Jesuit School:
“Diversity, Equity, and Inclusion work is all of our work. That sentiment has been the hallmark of the past three years, as we have asserted renewed commitment and vigor to make our school an anti-racist, just, and inclusive space."
Example 4 - All-Girls School:
“At The Winsor School, a deep commitment to diversity, equity, and inclusion is central to our identity. It informs how we interact with one another in classroom and in community. It informs how teachers present material and the choices they make about the content of their courses. It influences the School’s hiring practices for faculty and staff, its admission outreach and decision-making, its behavior on the athletic field, the nature of its community events and gatherings, and its relationship with families and with alumnae.
INCLUSIVE LANGUAGE Although Winsor remains in its mission a school for “young women to pursue their aspirations and contribute to the world,” the school recognizes the importance of inclusive language. Winsor has, for example, broadened its use of gendered language and pronouns to be more inclusive. Sensitivity is also paid to family structure. In Admission, for example, interviews are now called the “Adult family member interview” instead of the “Parent/guardian interview.””
What would a school that is not focused on DEI look like?
Understand School Operations
How do schools view the role of parents? Partners? Annoyances?
What do enrollment contracts say?
Look at the leadership. How long has the Head of School been there? How engaged is the Board of Trustees? Who is on the board of trustees? Who is the board chair?
How Financially fit is the school (refer to their 990)? How large is the endowment? How much debt does the school carry? How strong is their annual fund giving in dollars and participation rates?
No school is perfect, so decide what is most important to your student and family. What are you willing to give up?
Most schools are trying to be all things to all people. Equity is not compatible with excellence; it means equal outcomes, which requires the lowering of standards. Parents send their children to these schools to get ahead. Therein lies one of the many hypocrisies.
It’s time to speak up. We must hold these schools accountable.