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Louisville, Kentucky, public school teacher Paul Barnwell was distressed by his 11th-grade students’ response to this hypothetical moral quandary: “If your significant other commits a felony where people are gravely injured, do you report them to the police?” To his dismay, the students resoundingly responded “No!” His students’ reaction made Barnwell recognize the absence of moral instruction and character development in district schools.
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The COVID-19 pandemic has presented parents with an opportunity to reassess what their children are being taught in schools across the country. The pandemic created “accidental homeschoolers” of more than 50 million school-aged children and their parents, and in so doing, gave many the opportunity to take an in-depth look at what public schools are teaching. This opportunity came at the same time that schools began to adopt
The New York Times’ 1619 Project, with an estimated 4,500 classrooms having incorporated the content.REF Although The 1619 Project and civics instruction has come to the forefront of instructional content this year, perennial issues, such as character education, school discipline policy, and values-based instruction, also remain important to families.