Regarding the “anti-CRT” (critical race theory) bills: first, it should be understood that CRT is not widely taught in Texas public schools; second, many people do not have a thorough understanding of the content and intent of CRT, which has led to a lot of hyperbole and reactionary legislation. In any case, we have simply examined these bills in light of our adopted positions and responded accordingly. Keep in mind that the League supports a state-mandated curriculum that:
-
reflects the diversity of the state's population
-
provides the academic rigor necessary for success in post-secondary education and careers
-
provides students with an education that prepares them to be responsible members in a participatory democracy.
Most concerned citizens would support efforts to counter race bias in our communities and classrooms. But, some bills passed in the 87th Legislature will have teachers suppressing many of the events of American history and the policies that created that bias in the first place.
A prime example is HB 3979, now part of the Texas Education Code (TEC), which requires that teachers explain slavery only as a “deviation from American principles” and avoid any discussion that might cause students to feel “discomfort” (clearly a reference to Anglo students, since Hispanic, African American, and Indigenous students have felt discomfort for generations as their history has been reduced to a couple of sentences, and slavery, disenfranchisement, and systemic marginalization have been glossed over as economic necessities). In short, this bill now restricts how America’s history of racism and current events can be addressed in public schools. Unfortunately, despite the fact that a vast majority of the testimony (ours included) was against this bill, it passed and was signed into law by the governor at the end of the regular Session.
While SB 3 (2nd Special Session), if signed by the governor, will change some of the more onerous aspects of HB 3979, it doesn’t go far enough. SB 3 may ensure that teachers cannot be held legally liable for any “slips” that could be construed as causing discomfort or being politically motivated, but districts are still required to hold them accountable. It also acknowledges that white supremacy is morally wrong and adds back some references to first-person accounts by people of color (stripped from HB 3979 in conference committee before adoption). However, it still censors much of what teachers can introduce in classrooms. It requires teachers to avoid causing even the perception of political bias, prohibits references to the Pulitzer prize-winning 1619 Project, which provides a more complete history of slavery in America and the ongoing consequences, and it still prohibits students from receiving any kind of credit for participating in events sponsored by an organization that engages in political advocacy or lobbying, including the LWV, which would give students a practical grasp of government in action.
In short, these two bills micromanage the teaching of American history and government in grades K-12. They attempt to minimize, even erase, uncomfortable facts about slavery and discrimination in our history that continue to affect our people today. In doing so, they restrict teachers’ efforts to engage students in the “academic rigor necessary for success in post-secondary education and careers”. They restrict teachers’ efforts to “reflect the diversity of the state’s population”. They contain contradictory requirements that confuse and mislead teachers, parents, and students.
We have testified against these bills as originally written and against specific aspects as they were substituted. Our aim has always been to ensure students are able to learn an accurate and complete history of our country and develop the skills to become, as our position states, “responsible members in a participatory democracy”.