(TargetLiberty.org) – At an elementary school in the San Francisco Bay area, despite the engagement of a for-profit organization named “Woke Kindergarten” for teacher training, students are facing ongoing challenges with low math and reading proficiency levels. The school allocated $250,000 of federal aid intended for enhancing academic performance in underperforming schools to this initiative, as reported by the San Francisco Chronicle. Yet, the anticipated improvement in test scores has not materialized, with a reported decline in both reading and math competencies over the past two years.
Glassbrook Elementary in Hayward, California, now reports that less than 12% of its students are reading at the expected grade level, with fewer than 4% showing proficiency in math. Superintendent Jason Reimann of Hayward Unified School District explained that the partnership with “Woke Kindergarten” aimed more at improving student attendance, which has indeed seen a nearly 20% increase, rather than directly boosting academic scores.
Reimann emphasized the importance of creating a safe and inclusive environment for students as a foundation for academic success and justified the expenditure as part of a broader effort to dismantle systemic barriers to student achievement. He stressed the selection of service providers based on their effectiveness and the impact of their work.
“Woke Kindergarten” presents itself as an advocate for an abolitionist approach to early education, promoting pro-black, queer, and trans liberation. The organization’s educational materials include thought-provoking content aimed at challenging established societal and political constructs.
However, some educators at Glassbrook have expressed concerns about the relevance and application of the “Woke Kindergarten” curriculum to their immediate teaching needs. An anonymous teacher highlighted the pressing need for resources to address low reading scores, suggesting that the funds could have been more effectively used for targeted reading intervention. Another teacher, Tiger Craven-Neeley, recounted experiences of feeling marginalized for questioning the training’s focus and terminology, such as the emphasis on “disrupting Whiteness” in the classroom, which he found unclear and not directly applicable to his teaching goals.
These developments have sparked a debate within the school community about the balance between fostering inclusive educational environments and addressing fundamental academic skills. The district has yet to respond to inquiries for comment on the matter, and “Woke Kindergarten” was unavailable for immediate comment due to the founder’s medical recovery.
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