By John Q. Hosedrinker 
To ensure teachers from states like California and New York are not promoting “woke” ideologies, PragerU and the Oklahoma State Department of Education have developed a 34-question assessment. This test covers topics ranging from presidential history and Supreme Court decisions to gender identity. According to State Superintendent Ryan Walters, the assessment aims to protect Oklahoma classrooms from “radical leftist ideology.” Passing the test leads to a PragerU Teacher Certificate, signifying a commitment to traditional values.
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PragerU’s foray into the educational realm, specifically with their “America First” test, has certainly stirred the pot. The unveiling of all 34 questions offers a revealing glimpse into the ideological framework they’re trying to establish, and the reception, well, it’s been quite mixed.
The core of the test appears to focus on basic civics and U.S. history. Questions cover fundamental aspects of American governance, from the branches of government to the Bill of Rights. You’ll find questions about the Constitution, the Declaration of Independence, and key historical figures and events, like the Civil War and the end of the Cold War. This foundation, at face value, seems reasonable – ensuring teachers possess a grasp of the subject matter they’re teaching is hardly controversial. However, the devil, as they say, is in the details, or rather, in the framing of some of these questions.
Deeper inspection reveals a distinct tilt towards conservative perspectives. The emphasis on parental rights in education, the questioning of gender identity, and the treatment of historical figures are all potential areas of concern. For example, the inclusion of questions about biological sex and the role of teachers in expressing their views signals a clear intention to shape classroom discourse around specific ideological lines. It’s as if the test isn’t just measuring knowledge; it’s evaluating adherence to a particular worldview.
One question, in particular, has drawn considerable criticism: the one that asks what Martin Luther King Jr. is best known for, and the answer provided being “Advocating for diversity, equity, and inclusion.” Many see this as a distortion of King’s legacy, reducing his life’s work to a modern political buzzword and, frankly, a misrepresentation of his goals. Critics argue that it diminishes the impact of his fight for civil rights and equality, especially given the political climate around DEI. This choice of answer raises questions about the test’s intent to present a fair and unbiased understanding of history.
The structure of the test also raises questions about its true purpose. While some questions are straightforward and objective, others seem designed to elicit specific answers that align with a particular political viewpoint. This can result in the test functioning as an ideological litmus test rather than a genuine assessment of historical knowledge or understanding. It appears to be attempting to filter out teachers who may not share the same values as PragerU.
The context in which this test is being introduced is also important. In states like Oklahoma, which faces challenges in education quality, this test becomes a tool to potentially shape the kind of teachers who can work within the state. This brings up concerns that an emphasis on specific ideological stances will not help the goal of actually improving education, especially when it comes to subjects like math, reading, and science.
Furthermore, the discussion around the test highlights the complexities of balancing freedom of expression with the need for an inclusive and unbiased educational environment. The questions about teachers’ political viewpoints, for example, tread into sensitive territory. While the concept of teachers remaining neutral in the classroom is valid, the reality is that teachers do often teach subjects, history being one, that invite the expression of perspectives on current political and societal matters. This may make it hard to adhere to the “no political activism” standard without the use of personal bias.
Overall, PragerU’s “America First” test provides an interesting case study in how political and cultural viewpoints can influence educational practices. The inclusion of basic civics is understandable, but the framing and the slant of certain questions leave the impression that the goal is to assess an alignment to their own viewpoints. Whether this is a constructive step towards improving the quality of education, or a method of advancing a particular ideology in the classroom, is something that will continue to be discussed.