House Committee Lawmakers Explore Alternatives to Critical Race Theory in Education

During a hearing on Wednesday, Republican members of a House Education and the Workforce Subcommittee stated that public school curricula focused on critical race theory should be replaced with comprehensive history and civics education that encompasses all facets of American history.

In contrast, Democratic members of the subcommittee argued that federal law prevents the federal government from determining public school curricula. They emphasized that critical race theory is not part of K-12 education and urged the federal government to prioritize public school infrastructure and safety.

Critical race theory suggests that racism and white supremacy are systemic within American institutions, categorizing individuals as either oppressor or oppressed based on race. Critics argue that it misrepresents American history, labels white individuals as inherently racist, and fosters a mindset of dependency among minorities.

At the House Education and the Workforce Subcommittee hearing on Early Childhood, Elementary and Secondary Education in Washington on Wednesday, education authorities testified that a curriculum concentrating on racial inequalities presents students with a narrow historical perspective, exacerbates divisions, and inhibits open discussion and debate in classrooms.

Ian Rowe, a senior fellow at the American Enterprise Institute, argued that race is not as critical a factor in 21st-century America as some assert.

He noted that a significant number of white students are below grade level in reading, remarking that merely elevating black students to the same level under the guise of equity does not address the underlying issue.

“All we will achieve is creating universal mediocrity,” Rowe warned.

Rowe, the founder and CEO of Vertex Partnership Academies, a public charter high school in New York City, explained that the Vertex curriculum emphasizes virtue, encouraging students to take responsibility for their lives rather than adopting a victim mentality.

He stated that Vertex teaches American history “warts and all.” For instance, students learn about how certain segments of the black community thrived during the Jim Crow era despite oppressive laws designed to suppress them, prompting questions about current social conditions.

“Why can’t that same level of success be achieved today?” Rowe questioned.

Rowe acknowledged that no curriculum explicitly labeled “critical race theory” is taught in schools. However, he highlighted that some educators are creating lessons influenced by the theory.

“Unfortunately, there are many concerning examples, such as the discredited New York Times ‘1619 Project’ and the Pulitzer Center’s curriculum, including ‘Reparations Math,’ which promotes dependency on welfare among black students,” he remarked.

Michael Weiser, the chairman of the Jack Miller Center’s board of directors, described the organization as a “national coalition of scholars, K-12 teachers, philanthropists, and civic leaders who are passionate about advancing civic education in America.”

Weiser informed the subcommittee that America’s founding principles were “prepartisan.”

He expressed concern that the current political landscape undermines those principles, making it challenging for teachers to explore political topics in classrooms.

“Civics educators are avoiding discussions about the [presidential] election and any current political issues in their classrooms,” Weiser noted.

He reminded everyone that in 1976, there was a significant rise in interest in civics education, and he hopes the upcoming 250th anniversary of America’s founding on July 4, 2026, will rekindle that enthusiasm.

The subcommittee’s ranking member, Rep. Suzanne Bonamici (D-Ore.), concurred that civics education is vital. She emphasized that students must understand their history and be capable of engaging in civil discourse.

However, she challenged the assertion that critical race theory is present in K-12 education, arguing that such claims politicize education. She asserted that curriculum decisions are the responsibility of local leaders.

“We are not a school board,” she stated. “Rather than discussing federal interference in state and local decision-making, we should address topics where Congress can have a meaningful impact.”

Rep. Jahana Hayes (D-Conn.) echoed Bonamici’s sentiments, sharing her experience teaching history in public schools for 15 years without ever including critical race theory in the curriculum. She reiterated that federal law prevents government involvement in curriculum selection.

“This is merely a solution in search of a problem,” she concluded.

Schools Need Fixing

Bonamici criticized the dilapidated state of many public school facilities in America, noting that the average school building is approximately 50 years old and various districts report urgent repair needs. She stated that neglecting these issues conveys a message to low-income communities about their value in the eyes of Washington leaders.

“It sends a signal to low-income students that their community is of no concern to us,” she observed.

In response to claims regarding low performance in several Baltimore public schools, she highlighted that some schools had closed due to malfunctioning heating and air conditioning systems.

“It is unreasonable to expect teachers to deliver quality education in deteriorating buildings,” she asserted.