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No CRT at CUSD

Keep our advanced math and keep CRT out of Cupertino Union School District

Welcome CUSD and other interested parents. The purpose of this website is to provide you a way to report questionable materials being taught in your children’s classrooms. See Report an Issue.

Over the past years, California’s Department of Education has proposed a new curriculum to make academics more equitable and to educate children on race and racism, ultimately at the discretion of the individual districts to adopt. Examples of such efforts involve a new math framework that eliminates the advanced math curriculum to move all children into the same academic path. The argument is that advanced math, or rigorous accelerated programs, are inequitable and racist. Although this starts with math, the ultimate goal is to extend this to all academic subjects. 

We believe that this “LCD” (lowest common denominator) approach punishes and discriminates against those hard-working and gifted children, many of whom are also from underrepresented groups, and puts many children behind an increasingly global and competitive workforce. This approach does not address inequity in education, and it deprives outstanding students of resources they would otherwise have.

Another glaring example is teaching controversial ideologies under the banner of Critical Race Theory (CRT), covered in such subjects as “ethnic studies”, “social and emotional learning”, etc., but it can enter through any subject such as Math, History, Economics and more. What is being taught are really divisive issues: cherry-picking history from the perspective of race versus capitalism, and ultimately making children decide whether they are part of the oppressors or the oppressed. Understanding issues about racial justice and civil rights are critical, but the current implementations of CRT in K-12 settings rarely serve such purposes, and they significantly deviate from CRT taught in universities. In our resources section, we have more details as to what the CRT curriculum is and why we do not believe this is the right way to teach our children about race and equity. 

Although CUSD’s Assistant Superintendent Alison Liner has said (via email acquired by PRA) that they have not adopted any such curriculum district-wide, they have left discretion to individual schools on how they adapt CRT curriculum from Second Step. Previously, CUSD leveraged the CASEL curriculum which also introduced very concerning material. In addition, CUSD has had contracts with the NEP (National Equity Project) which has significant divisive language citing the likes of Ibram Kendi who has described all capitalists as racists

In a 6th grade Language Arts class, This Book is Anti-Racist is being read and in an 8th grade Social Studies class at Kennedy Middle School, the Ibram Kendi book Stamped is being read, neither of which are age-appropriate (see email obtained via a PRA request). CUSD also very recently had an incident at Meyerholz Elementary School in a 3rd-grade math class where the teacher asked children to deconstruct their race and effectively determine their “privilege” score, a CRT concept known as intersectionality which even Professor Richard Banks, the Co-Founder and Faculty Director for Racial Justice at Stanford believes is inappropriate for K-8.

We’ve also had recent reports of a new SEL curriculum being introduced at CUSD schools (Fall ’21) along with new History Social Science books. Normally, when we think of SEL, we think of social-emotional learning but in recent years, with CRT, it’s grown to include potentially divisive CRT ideologies and is often referred to as transformative SEL. CUSD’s SEL program is based on Soul Shoppe which has anti-racism curriculum. We don’t know enough about how teachers will apply it but we are certainly watching and ask you, parents, to do the same.

Our objectives here are multifold. 

  1. We want to provide you with resources regarding CRT and the new math framework that effectively removes advanced math. As we gather more data, we’ll update our resources section
  2. We want a resolution from our school Board explicitly banning modern CRT-like ideologies from our schools as well as a commitment to maintain advanced academic math and other classes across grades. We also have volunteer parents who via a Public Records Act requests are working behind the scenes to better understand where our Board and the District stand on these issues. 
  3. We want to provide a way for you to report issues (anonymously) that you are seeing in your kids’ classrooms as it relates to such or other questionable curriculum. If you see your student learning material that you’d consider outside the bounds, please report it to us and we can publish, escalate and investigate. We must provide a check and balance to the individual teachers.

Thank you.

Click here if you see materials being taught in your child’s classroom that you would consider problematic. This is an anonymous report. We’ll investigate and raise it to the school Board.

Frequently Asked Questions

What is CRT

See Wikipedia, Britannica, or a more comprehensive definition from the Citizens for Renewing America. If you prefer a video, see here. In layman’s terms, CRT (Critical Race Theory) says that racism is systemic and institutional versus isolated incidents of individual prejudice, and as a result, the institutions (our laws) maintain political, social, and economic inequalities, especially between Whites and Blacks. Although some agree with this theory, a la, that America is a racist country, the real question is how this trickles down into education. Previously, race in the classrooms was taught through studying the Civil Rights Movement, listening to speeches from historical activists like MLK, reading history from WW2 about anti-semitism. The new CRT and/or ethnic study curriculums being proposed are much more divisive, looking at privilege as a function of race and in the worst instances, ascribing those that are privileged as white supremacists. Our children will certainly learn about the complexities of race but we do not believe the best way to teach them this is to tell an elementary school student that they are privileged just because of their skin color. CRT applies a racial lens to all curriculum whether Math, Science, English, History, or other, and that may result in more racial tension than bonding.

Also note that CRT curriculum has many other names as CRT itself has become an overloaded term and has broad-based negative sentiment. Other synonyms for CRT include social studies, ethnic studies, liberatory education, social-emotional learning, transformative SEL (T-SEL), RULER training, and more. But do also recognize that CRT is invading all curriculum. It’s not necessarily a subject on its own but rather re-evaluating all subjects from the perspective of race, particularly white supremacy.

Lastly, if you’re looking for the history of CRT, see here. Classical CRT has been predominantly taught in Law Schools but it has evolved into modern CRT with academics leaning on much more controversial aspects citing the likes of Ibram Kendi, definitely not age-appropriate for K-12.

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What is the actual CRT curriculum

As mentioned, CRT is something that has been taught in some college electives as well as in Law School but we do not believe that in its current form, it is age-appropriate for K-12 kids, especially if presented as facts by an authoritative figure (teachers).

Here are some of the ideas that may be taught in modern CRT:

  1. The United States and its founding ideals are racist. Note, the keyword is “ideals.”
  2. Present laws and practices are racist irrespective of anti-discrimination laws and practices.
  3. American society is racist no matter what actions it is has done against discrimination to date.
  4. All White Americans bear responsibility of slave owners 200 years ago.
  5. All White Americans irrespective of their economic or education status enjoy illegitimate “white privilege.”
  6. Racism only exists between White Americans and People of Color (POC), but not among People of Color.
  7. All racial disparity is due to racism and oppression of People of Color by White people
  8. An institution or policy is racist if it does not produce a race equal outcome which means an equal percentage of each racial group against the population.
  9. Present discrimination is allowed, necessary and justified to fix past discrimination.
  10. Injustice today is allowed, necessary and justified to fix past injustice.
  11. Meritocracy is racist.
  12. Colorblindness is racist.
  13. To be an antiracist means to practice discrimination on White people.
  14. An individual is deemed an oppressor or oppressed based on certain labels such as skin color and sex.

You may agree with some of these concepts above which is fine but these ideas are being introduced into not age-appropriate K-12 classrooms and as facts, not just opinions. Here is a sample curriculum to see for yourself. 

Much of modern CRT leans on Ibram Kendi’s book, “How to Be an Antiracist” and many classroom curricula cite Ibram Kendi. Note, he more recently has been walking back his more controversial ideologies based on CRT suggesting that it’s only appropriate for college-level education. In any case, he advocates that “capitalism is essentially racist” and that the only remedy to racist discrimination is more discrimination.

These CRT ideologies can appear anywhere in any of your classrooms. It may be the rewriting of history to potentially describe the Chinese Exclusion Act as only a form of racism by only White Supremacists versus primarily being about capitalism and cheap labor. It could be in Economics class where all those who have capital are described as oppressors while laborers are those being oppressed. It truly considers free market and capitalism as racism. Race may indeed be a factor in some issues but modern CRT makes it the only factor and that is a problem. It’s not that we don’t believe that we can improve upon white-washed history, it’s just that CRT takes it well beyond that.

Ending discrimination by more discrimination, especially only White discrimination does not belong in K-12 classes. 

Unfortunately, this curriculum may appear inadvertently. CRT concepts are masked in the curriculum from the Southern Poverty Law Center, Teaching Hard History, Teaching Tolerance, etc. As parents, you need to be aware of what your kids are learning and report when you see something problematic.

Looking at ethnic studies more deeply, here is the model curriculum from the California Department of Education. If you read them, they certainly sound more like political goals and use divisive terms such as radical healing and transformative resistance.

One bullet in particular from the model curriculum, “critiquing empire-building in history and its relationship to white supremacy…,” not only is “white supremacy” incredibly ambiguous as it has become such an overloaded definition, but it also implies that empire-building has mostly been a function of white supremacy and they are the only race that built empires. Race has been one factor in almost all empire building and it has been a foundational part of history but it wasn’t just by White people, it was by all different ethnicities. See the Mongols, Chinese, Persians, Egyptians, Africans, and more which all leveraged race as a factor. 

The goal of CRT is unfortunately to re-look at every subject from the perspective of race and cherry-pick those items where it deals with race, especially of White people, the oppressors, ignoring other socio-economic factors, and more. 

We again do not believe the above should be taught as-is in a K-12 classroom and certainly not as a fact versus an opinion. Leave it to college-level electives and Law Schools, not third-grade students. And if you don’t believe us, read what 9th-grade students had to say about the Ethnic Studies class at Berekely High School which has since had multiple changes.

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What is the alternative to CRT

Many parents across the country have mobilized against the CRT curriculum as being proposed. In fact, many states have banned the most divisive aspects of CRT ideologies from the classroom. Here at CUSD, many Asian parents have described modern CRT as being similar to the Marxist teachings they experienced as children growing up in China and share significant negative sentiment.

Informed parents are working on a new curriculum to achieve the goals of equity without division and the excessive focus on race. See Moral Courage, Empowered Pathways, and Truth In Between as examples of alternative curriculums. Kimi Katti, who has several great videos, suggested forgiveness as an alternative to CRT. In addition, multiple other initiatives are being proposed such as new laws to require greater transparency into what is being taught in the classrooms by individual teachers by providing recordings of classroom lectures. 

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How did the anti-CRT movement start

It started because CRT started to appear in schools. There are multiple court cases filed nationally where teachers told students that “Black people cannot be racist” and teachers who treated students differently depending on their skin color. These teachers obviously went through professional development, but maybe practiced CRT wrongly. It simply should not be taught in K-12 schools.

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Isn’t CRT just right-wing propaganda

The right has indeed been more activist on the concerns of CRT in K-12 schools. That said, we believe most parents don’t know what is actually happening in school in general. This is due to multiple reasons here in California. Many believe that anything to do with racial justice is good not realizing that some proposals swing the pendulum too far resulting in more racism. Many parents just simply don’t have the time to be involved. Many oppose anything the right-wing is remotely interested in even when there is overwhelming public majority support and lastly, many simply have no idea that these ideologies are entering our schools. Unfortunately, the ill effects won’t be realized until it’s too late.

We hope you can read the materials presented here and in our resources section to improve your understanding as to why we believe CRT ideologies are toxic for K-12.

Note, it was 1st generation Chinese Americans that helped lead the fight against Prop 16, which wanted to restore Affirmative Action which 75% of the country also does not support! We hope the CUSD community will continue to remain involved to help combat the toxic aspects of CRT ideologies.

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What is happening to advanced math

As described above, the California Department of Education has proposed a new math framework that effectively eliminates advanced math to push all students into the same academic track. The goal of this is equity and the argument is that those children who can enter advanced math tracks are privileged. As CUSD parents, it’s not that we are privileged, it’s that we prioritize our children’s education above all else. Removing advanced math, followed by other advanced classes is not driving equity but rather creating inequity. We need to focus on and study what is working to raise the level of all kids.

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What is the relationship between CRT and advanced math

It is true that some parents support CRT but are against the removal of advanced math pathways and do not believe the two efforts are connected. We generally disagree. Both efforts are rooted in trying to create more equity and racial diversity in the classroom which are fantastic goals but this is absolutely the wrong way to do it. In CRT, every outcome should have an equal race representation versus the general population otherwise it probably is a racist institution. What does this mean in real life? Well, at Thomas Jefferson High School, one of the nation’s most prestigious High Schools, they made a series of changes from the removal of admissions tests and more. And the result was exactly as you would have expected, Asian enrollment is down 19%. If you want a more local example, see what is happening at Lowell High School in San Francisco.

In CRT, meritocracy is racist, and thus advanced math pathways are a racist institution. If you want to read more about the assault on Asian Americans and meritocracy, read the book, An Inconvenient Minority.

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Tell me more about the California politics around CRT and advanced math

There are a variety of legislative initiatives currently being debated and discussed regarding CRT curriculum and advanced math. See AB-101 which mandates “ethnic studies” in high schools which was recently signed. See a draft of California’s Math Framework being proposed here. Please let your Senators know how you feel and at a minimum, go review the curriculum changes yourself and send comments via the CDE (California Department of Education) website. Here is a sample letter you can send them if you oppose AB-101 as it stands.

If you’re curious about anti-CRT specific legislation across the rest of the country, see this tracker. If you want to see a sample bill with specific text as to what concepts should not be taught, here is the draft HB-544 from New Hampshire.

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How does this impact CUSD

CUSD’s Superintendent has said in a June Board Meeting that they will not be removing advanced math pathways but there certainly has been some discussion among teachers and administrators. See this email from CUSD’s Director of Instructional Leadership & Intervention, Marie Crawford, that was obtained via a Public Records Act Request. Concerning the CRT curriculum, CUSD’s Assistant Superintendent has said it will be left to the individual schools in how they adopt Second Step and Soul Shoppe curricula. CUSD, as a district has not adopted CRT ideologies but we know individual teachers are supplementing with not age-appropriate divisive CRT materials and some schools are masquerading this under transformative SEL. We also know that districts and school Board Members are under pressure by minority “woke activists” to adopt such against the will of the majority of parents and CUSD teachers are already receiving CRT professional training as confirmed from a Public Records Act Request.

All that said, CUSD has been responsive to proactive parents. They were swift to shut down the unapproved Meyerholz intersectional curriculum and they recently canceled their contract with the National Equity Project. That said, we have not yet received an update as to whether they will allow a 6th grade Language Arts class and an 8th-grade Social Studies class, both at Kennedy Middle School, to continue to read controversial books like This Book Is Anti-Racist and Stamped and in place of the prescribed curriculum. Those books are not age-appropriate and are divisive.

We will continue to monitor, engage with our Board Members, share updates, and more as we learn. Standing still is not an option. Districts are under immense pressure and even CUSD is creating a new Diversity and Equity parent advisory committee to study the curriculum to propose changes. We ask you to proactively anonymously report any issues that you see in the classroom with questionable curriculum taught to your children as well as engage with your school Board Members to let your voices be heard. Please also join our mailing list below.

By the way, if you don’t know what to ask the CUSD Board, here is a list of questions.

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How does this impact you

As we know, CUSD is ~73% Asian and most CUSD parents prioritize education. Many of these policies that the California Department of Education is advocating for directly impact your children. Everything from the removal of the SAT, removal of high school admissions tests, removal of advanced math, and more are penalizing our hard-working children. The ultimate goal of this legislation is to effectively transform enrollment and progression from being merit-based to being race-based, which is not only racist but will directly impact top-performers and our kids.

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What issues should I report

There are many examples of curriculum that should not be taught in the classroom. As a parent, you should know when something is deemed questionable. Here are some examples:

  1. At Meyerholz Elementary School, a 3rd grade math teacher asked her classroom to deconstruct their race to determine their privilege score
  2. At Kennedy Middle School, in a 6th grade Language Arts class, students read the highly controversial, This Book Is Anti-racist by Tiffany Jewell based on Ibram Kendi’s ideologies, many of which he, himself, does not consider to be K-12 appropriate. Here is the classroom material acquired via a Public Records Act request for reference.
  3. In an 8th grade Social Studies class at Kennedy Middle School, students read Stamped and supplemented with Facing History. Stamped wasn’t actually purchased by CUSD but rather the Kennedy Middle School PTA with your donations! See Kennedy’s PTA’s own site for the teacher’s testimonial and see her lesson plan and classroom material also acquired via a Public Records act request, that encompasses an entire school year of studying Stamped.
  4. In another 8th grade English class at Kennedy Middle School, students exercise the “privilege walk.” If you’re not familiar, you can read more here and why we don’t believe it’s age appropriate for K-12 in that it can further divide.
  5. In a 7th grade English class, again at Kennedy Middle School, racial justice also known as social justice, white privilege and white supremacy has been integrated into the curriculum without any opportunity for public feedback and review.
  6. At Cupertino High School, a Physics teacher expressed her love for the Green New Deal for a substantive portion of the period without debating the pros and cons
  7. At LP Collins Elementary school, a 2nd grade teacher told her classroom that all police officers are brutal
  8. At Fremont High School, a math teacher spent half a period talking about what Israel is doing to Palestine without providing the alternate perspective. Note, this was math class.
  9. At West Valley Elementary School, a 4th grade teacher taught sex education without parental consent as required by law and with an intent to hide from parents. The material was not age-approproate and the kids were asked to “explore their sexuality.”

In some instances, it’s a bit more grey but please do still report so we can track. Here are two examples:

  1. At Fremont High School, AP US History was supplemented with History Is a Weapon. Supplemental materials are fine but how it is taught is critical.
  2. At Lynbrook High School, in a History class, parents were asked to sign a disclaimer as to whether the teacher was allowed to show materials (videos) that were not on the district approved list. In this case, please ask the teacher for the list of supplemental video content that they would like to show before signing.

You will know when it’s questionable and if you’re still not sure, here is a website that has compiled questionable curricula nationally. We have kept this reporting form anonymous by design. It is true that many of those activist parents, mothers, and students fighting CRT ideologies and the new math framework which removes advanced math are being deemed as racist by minority “woke activists” who rather not engage in the conversation. We ask that they at least consider field testing such a curriculum or at least be open-minded to explore alternative curriculums as suggested above as all of this is a massive K-12 experiment that may result in more racism.

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Why report teachers

Until we have better curriculum and classroom transparency laws, there is simply no other way to provide a check and balance. Most districts are well-intentioned but teachers have a lot of autonomy in how they implement the curriculum. Teachers are supposed to be neutral and provide both sides on controversial issues but it’s hard. There have been tens of thousands of reports, particularly this past year with “Zoom-school,” of material being taught that wasn’t approved or age-appropriate whether related to CRT, sex education, red and blue politics, religion, revisionist history, and more. The really scary part is what we don’t know about plus teachers asking their students to hide what they are learning as it relates to CRT.

We hate using the analogies of police officers and body cams but we believe it to be accurate. The majority of teachers are well-intentioned but unfortunately, a small percentage are going outside the bounds. We are hoping by you reporting an issue, we can provide a check and balance.

Public education is tax-funded and we should all want maximum transparency like with any of our public institutions.

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How can I help to fight CRT from entering CUSD schools

In addition to reporting an issue when you see questionable material being taught, you can do the following:

  1. Do Public Records Act Requests. Example template here or please contact us but an email to the Superintendent will usually suffice. Ask the district to share with you any communications and/or documents as it relates to SEL (Social Emotional Learning), NEP (National Equity Project), ethnic studies, critical race theory and so forth. Try to be specific with your keywords and topics as they will be running a search. 
  2. Document incidents happening at CUSD where you believe questionable materials are being taught and PLEASE report them here. Pay specific attention to SEL and History Social Science materials. Do also check your school Board Meetings and document materials being discussed or taught that may be questionable. They might be disguised under banners like “Cultural Development Teaching” etc. 
  3. Build relationships with the individual school Board Members and meet with them.
  4. Do the same with the Superintendent and discuss with them.
  5. Comment at school Board meetings and make sure they do not suppress your voice.
  6. Ask the school Board and District for:
    • A resolution banning modern CRT-like ideologies from our schools
    • A commitment to maintain advanced academic math pathways
    • A district policy on how controversial issues or current events should be covered like FUHSD has implemented
    • All classroom materials, books, videos and websites used in class to be published online for students and parents
    • A policy reminder sent and signed by each teacher, akin to the Technology Use Policy, to acknowledge that no personal political view should enter the classrooms akin to the NEA Code of Ethics. As a reminder, speech in classrooms are not protected under 1st Amendment rights.
    • To require a public hearing to approve all supplemental curriculum materials (eg books). Without such, teachers have autonomy to introduce not age-appropriate ideas such as modern CRT and they have been at CUSD, see here.
    • Request that new, divisive material be field tested before being adopted by all classrooms
  7. Apply to join the CUSD’s Diversity and Equity advisory committee once they begin taking applications. We read that the Summer ’20 reopening committee didn’t have a single parent that advocated for reopening in Fall ’20. We can only hope that the Diversity and Equity committee will be more balanced.
  8. Speak with your school PTA (Parent Teacher Association) leaders. The PTA serves kids but they are also an advocacy group and publish position statements per the California State PTA guidelines. See this statement published by a CUSD PTA as well as the Kennedy Middle School PTA buying controversial books for classrooms. In the worst case, if your PTA is spending money and time that is not providing programs for kids, stop donating to make your voice heard.
  9. Submit comments for bills such as AB-101 Ethnic Studies and California’s Math Framework. Let them know that you believe that these new curricula should be field tested before they are mandated as they still are ambiguous and broad. You’ll need to register and then write your opinion.
  10. Contact your local state representatives and ask them to propose bills to require classroom materials transparency as well as consideration of removal of qualified immunity from teachers for egregiously violating prescribed curriculum. 99% of teachers are great but 1% believe it’s ok to show masturbation videos to a 1st grade classroom.
  11. Please consider supporting school choice. It’s not a certainty that private schools aren’t also going through such transformations but providing a check and balance on the public school system empowers parents.
  12. Refer your parent friends to help assist and do the same.
  13. Get started now. It’s happening and time is of essence.

Note, we volunteer parents are doing the above as well but we need as much help as we can get.

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What recourse do I have if my child was taught CRT

If your child has suffered from CRT or other instruction at CUSD, you can bring a lawsuit against the District. We strongly do not advocate this approach and suggest that you speak to the district and resolve your issues amicably. If you choose to pursue, this legal write-up and this parent guide provide some background to get started. This Twitter account from School House Rights is also sharing valuable legal information and this presentation has a lot of great legal nuggets. See also this video produced by attorneys and parents who have sued districts for CRT.

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How to discuss CRT and the removal of advanced math with proponents

Advocates for CRT and the removal of advanced math usually fall into two buckets. The first bucket is the uninformed and this is the wide majority of proponents but still the minority of the country. They tend to support CRT because it’s conflated with phrases like social justice, BLM, and other movements to create equity. With these advocates, it’s best to show them the actual CRT ideologies listed above and ask: (a) At what age is it appropriate? (b) Do you believe these should be taught as facts or opinions (c) Do you believe that this is the best way to teach about equality and equity and/or should we at least consider some of the alternatives developed by other academics. In some instances, you will successfully change their opinion.

The second bucket is the informed who will imply that CRT isn’t part of the approved California curriculum which is also how some unions are educating their teachers to combat CRT concerns from parents. They will usually agree that the above concepts are not K-12 age-appropriate but are a proponent of the new draft Ethnic Studies curricula as well as the removal of advanced math pathways. They will also usually describe teachers teaching CRT as fringe. With these advocates, we remind them that the purpose of this website is to enable transparency. We provide a form so you can report teachers that are teaching questionable materials. We can then investigate and escalate privately to the Principal and CUSD Board. They should agree that transparency is something we should all want. You may want to also ask them to help push for legislation to make classroom curriculum more transparent. You may also want to inform them that modern CRT is not traditional CRT and encapsulates all curricula regarding race and equity often under the banner of terms like social-emotional learning (SEL) and these materials are absolutely entering our schools such as with the Meyerholz incident and the reading of Ibram Kendi books at Kennedy. Next, you should remind them that the National Education Association (NEA) recently adopted a resolution to teach CRT in K-12 although the Biden administration does not support this. Finally, at this point, many public administrators, school Board members and more are on record advocating for bringing CRT concepts into public schools. At Seattle Public Schools, they have hired a Critical Race Theorist, as an example.

While discussing with proponents, remind yourself that the goal of such a curriculum is to make our children more inclusive but it has never really been field-tested and according to Stanford Professor Thomas Dee, it’s very hard to teach. As a result, this massive experiment could fail and result in more racism where being colorblind is not acceptable.

Finally, there will be some advocates that irrespective of whether they know what CRT is or isn’t, will describe this site as right-wing propaganda, FOX News, McCarthyism, or other. That’s fine, they may call it what they want. You will not convince these advocates as they are locked into their beliefs. It’s best to walk away and remind everyone to review the proposed curriculum themselves and arrive at their own decisions.

PS, if you’re speaking with a long-time Cupertino resident, it might be fun to exercise some false equivalency although we don’t think that to be the case here. First, ask them if they fought for school reopening which erased up to ten years of progress in gender equity and exacerbated educational inequality especially amongst underprivileged kids. Second, ask them if they supported Vallco’s redevelopment which includes significant low-income housing since the onset. If they answered “No” to either of these questions, then at least you know you’re speaking with a hypocrite.

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TLDR, can you give me the cliff notes

Critical Race Theory is coming to schools. It’s a megatrend. It’s entering all forms of curriculum from Math to History to Physics to Economics and more. CRT re-evaluates everything from the perspective of race, specifically White supremacy. In CRT, all institutions are effectively racist, and White people have been the oppressors.

Teaching about race and racial issues is good. Cherry-picking is not. Teaching about various factors involved in history is good, choosing to only talk about incidents that involve White supremacy is not.

CUSD has not currently endorsed CRT ideologies at a district level but has adopted curricula that contain divisive materials for individual schools and teachers to apply. CUSD has also contracted with companies that advise on such. CRT materials are likely coming into your kids’ classrooms but whether the controversial aspects are taught or not are to be determined. 

In addition, in the name of equity, advanced math and other advanced classes may be removed by moving all kids into the same pathways. CUSD has not yet done this but there certainly has been discussion among district administrators as referenced above.

We need you to contact the Superintendent and School Board and let them know how you feel. For CRT, we need to provide a check and balance on the teachers. Report if you feel that your child’s teacher is teaching something that you would consider questionable. We do not want another Meyerholz incident.

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Who are you

We are a group of CUSD parents and concerned citizens who are learning about CRT from those promoting it versus just those against it such as Chris Rufo. We recognize that many of us are Asian and that Asians don’t fit the minority narrative. Asians are no longer considered minorities but rather White-Adjacent.

In any case, we are remaining anonymous. There has been real retribution towards kids by teachers for parents speaking out. What we can say is that we are doing our research and we are trying to deliver you information as objectively as we can. We also want to learn more so please contact us, especially if you feel we are misrepresenting a perspective or other.

We believe we should teach children:

  • To see the goodness in people even when they have done bad things 
  • To assume positive intention even when the result is not desirable
  • To forgive and be compassionate, rather holding on to the grudges and insisting on revenge for past wrongs, even for past wrongs done by totally different people in a totally different historical context

We recognize that CRT is evolving but we will continue to try our best to add more here objectively as we learn. If you have content to share, please contact us.

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