When schools focus on diversity, minority students learn less

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When schools focus on diversity, minority students learn less
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Washington Examiner

It has long been clear that the education establishment’s obsession with identity politics pushes noxious notions into impressionable young minds. It is now also clear, from a new study, that the obsession also thwarts real learning. The identity politics regime in education must end.

There’s a logical cause and effect in these findings. Districts focused on “diversity” are ones that tend to devalue traditional education in favor of pushing a left-wing social agenda in the classroom. There’s only so much time in a day, and it is used up when teachers are “directly talking about identity, diversity, injustice, and activism” or are holding “clarifying conversations about anti-bias issues” with 4-year-olds. It means less time for traditional reading, writing, and arithmetic.

This was not a biased study to serve Heritage's conservative ideology. Heritage only analyzed numbers already gathered by the Educational Opportunity Project at Stanford University. The research showed that “extra decline in math achievement for black students in districts with CDOs was roughly one-quarter as large as the decline in learning for all students during that period.”

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