The North American Values Institute has recently analyzed a series of webinars aimed at using public schools as platforms for political causes regarding Palestine. These sessions, led by Marci Winograd from Code Pink, engage educators in discussions about integrating politics into education. A notable case involved Laura Pinho, a dance teacher who used antisemitic stereotypes and incorporated these themes into her lessons. Her method focused on directing students toward specific political views, rather than exploring Palestinian culture objectively.

This issue stems from misusing educational standards, which should empower students to think independently. This situation highlights a broader problem within the California Teachers Association and its Los Angeles branch, where anti-Israel perspectives are prevalent, overshadowing Jewish students, parents, and teachers. A recent case involved Amy Leserman, a long-standing Jewish educator, who was excluded from a union meeting due to her beliefs, underscoring the divisive nature of such activism.

Activists from both sides of the political spectrum are influencing educational content. In Oklahoma, legislators attempted to include conspiracy theories in lessons on the Capitol attack on January 6, 2021. Similarly, Texas introduced standards requiring certain biblical teachings. Both sides exploit public education for political conflict instead of focusing on learning and civic development, impacting student performance, with reading and math scores reaching historic lows.

The fundamental problem is the lack of a framework granting students and parents authority to demand high-quality education. Despite having a right to free education, students lack rights concerning educational quality, leaving many trapped in failing systems. This environment enables indoctrination rather than education.

Prioritizing educational quality as a civil right could shift this dynamic, ensuring every student in California and across the U.S. has access to quality education. Such a shift would focus on teaching core skills—reading, writing, reasoning, and math—based on clear standards, not political agendas. Families would gain the power to hold educational bodies accountable, aligning schools with their core mission of delivering unbiased, high-quality learning.

Public schools must belong to students and parents, removing them from political tug-of-war. Ben Austin, a former staff member for Kamala Harris’s campaign and director of Education Civil Rights Now, emphasizes the necessity of making educational quality a civil right, reshaping who holds power in educational systems.