Dear ________________ Board Of Education:
Please accept the following letter as a formal complaint regarding the implementation of the Diversity, Equity, and Inclusion Framework within our school district's curriculum.
As per an April 12, 2021 statement posted on the NYSED.gov website, it has become the New York State Board of Regents' "expectation that all school districts will develop policies that advance diversity, equity and inclusion... with fidelity and urgency." With the state appearing to impose its will, it is of great concern that elements of the Diversity, Equity, and Inclusion framework, as outlined by the state itself, will make its way into the curriculum and drastically decrease the quality of education for our students. Aside from the fact that quality of education is not mentioned once in the April 12th statement, the Diversity, Equity, and Inclusion framework includes several other alarming goals and agendas including but not limited to:
- Empowering students to become "agents of social change."
- Preparing students for "a lifetime of civic engagement and social justice activism"
- Using this framework to "redefine what is normal" with regards to students and education.
As one of many taxpayers who fund the operations of this district, reading the new direction that the state is taking with regards to education has left me both frightened and disturbed.
The language used within the state's Diversity, Equity, and Inclusion framework mirrors that of the largely discredited and debunked New York Times Magazine's "1619 Project." A specific example of this can be found on Page 2, lines 19-20, in reference to "A confluence of events" that has brought us to "a point of reckoning" with the use of divisive, inflammatory rhetoric promoting the discredited idea of "The senseless, brutal killing of Black and Brown men and women at the hands of law enforcement."
It is once again worth noting that the general theme put forth by this rhetoric, along with similar ideas within the "1619 Project" has been repeatedly and emphatically debunked and refuted by several Pulitzer Prize-winning historians.
In closing, it is my firm belief that the role of the education system is to prepare our children for success by teaching students HOW to think, not WHAT to think.
It is role of the Board of Education to preserve Education, not facilitate INDOCTRINATION.