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CA school district implements curriculum from ‘Black Lives Matter Task Force’ for 7th-12th graders



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Middle school and high school aged children in California are being subject to a six part curriculum to help teach them “about their implicit bias during Black History Month” reports the Daily Caller News Foundation (DCNF).

Thee Black Lives Matter Task Force for Anaheim Union High School District (AUHSD) created the curriculum for 7th through 12th graders which states: “In an effort to bring the concepts of racial justice to the forefront oof your education during Black History Month, the BLM Task Force created a lesson for all 7th graders to help you explore and think critically regarding concepts of race, racism and racial equity.”

DCNF obtained a copy of the curriculum which aims to address “issues related to racial justice.” According to the curriculum, it teaches students a bout the “daily effects of white privilege” and “implicit bias.”

AUHSD requires all 7th through 12th grade teachers to implement the schools’ Black Lives Matter Task Force’s curriculums. The Task Force is “a coalition dedicated to creating equity for African American students and staff within the district.”

The lessons are required for 2023, which began February 13th and are to be completed by March 3: “In an effort to bring the concepts of racial justice to the forefront of your education during Black History Month, the BLM Task Force created a lesson for all 7th graders to help you explore and think critically regarding concepts of race, racism and racial equity,” the curriculum stated. “While this topic may feel sensitive for some, it is a crucial part of Civic Engagement that we value in the AUHSD.”

The Daily Caller News Foundation details lessons for specific grades:

In 7th grade, science teachers give the lesson “don’t judge a book by its cover” which teaches students about “implicit bias” and how their own “implicit biases affect others,” the curriculum showed. The lesson provided suggestions for students aged 11-14 on how to be more “mindful” and “aware” of their learned implicit biases.

Students in 8th grade, or ages 12-16, are taught to learn empathy, critical awareness and respect, the curriculum showed. The lesson explains to students how stereotyping can cause prejudice and discrimination.

The “school to prison pipeline” lesson details social justice and what “historical disadvantages” minorities face through statistics on black incarceration rates, suspension and expulsion rates, the curriculum for 9th graders showed.

In tenth grade English, the “let’s talk about privilege” curriculum discusses the “daily effects of white privilege.” Students are asked to reflect on their own privilege and taught how they can use their power to help those “without a voice,” the curriculum showed.

Students in 11th grade receive the “stay woke” lesson which teaches students how their implicit biases are created and can cause them to affect others positively or negatively, the curriculum showed. Students are asked to reflect if assimilation has “taken precedence” over their cultural identity.

In 12th grade, students complete a lesson on systemic racism which shows them data on how “generation of systemic racism have led to educational and economic disparities,” the curriculum showed. Students learn how systemic racism affects “black people negatively” and then are asked to discuss their own beliefs.

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Harvard Reinstates Standardized Testing Requirement for Admissions



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Harvard University announcement it will reverse its test-optional policy and reinstate standardized testing as a requirement for admission. The move has stirred a contentious debate within the academic community. Effective for applicants seeking entry in the fall of 2025, Harvard College will mandate the submission of either SAT or ACT scores, with limited exceptions for circumstances hindering access to these exams.

Hoekstra contends that standardized tests provide crucial predictive insights into a student’s potential for success in higher education and beyond. By reinstating the testing requirement, Harvard seeks to gather more comprehensive data, particularly beneficial for identifying talent across diverse socioeconomic backgrounds.

Proponents of the move, like Harvard Kennedy School’s political economy professor David J. Deming, emphasize the universality of standardized tests, arguing that they offer a level playing field for all applicants. Deming underscores the accessibility of these tests compared to other metrics like personal essays, which may favor privileged students with greater resources.

However, the decision has sparked criticism from those who argue that standardized tests perpetuate inequities in admissions. Critics point to studies, such as those conducted by Harvard economists Raj Chetty and others, which highlight disparities in access to advanced courses and extracurricular opportunities among students from disadvantaged backgrounds.

The controversy surrounding Harvard’s policy shift reflects broader concerns within higher education about equity, diversity, and inclusion. While standardized testing may offer a standardized measure of academic aptitude, it also raises questions about its ability to accurately assess a student’s potential in light of systemic educational disparities.

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