The Pennsylvania Department of Education (PDE) has decided to scrap its previously mandated teaching guidelines that many parents and educators labeled as “woke.” This decision comes after a settlement in a lawsuit filed by the Thomas More Society, a legal group that represents parents and school districts who argued that the guidelines infringed upon their First Amendment rights.
The controversial “Culturally-Relevant and Sustaining Education Program Framework Guidelines” (CR-SE), which the PDE had implemented, required educators to design lessons that encouraged students to analyze and question existing power structures in schools and to challenge established policies and norms. Many believed these demands were more about promoting a particular ideology than about effective learning.
In November 2023, PDE agreed to settle the lawsuit and officially rescinded these guidelines. Thomas Breth, special counsel for the Thomas More Society, expressed satisfaction with the outcome, calling it a significant win for parents and teachers who opposed the state’s ideological push in education. Breth highlighted that the settlement was a victory against the Department’s effort to infuse schools with “woke” activism, which he described as an unlawful mandate requiring educators to affirm specific ideological beliefs.
Shortly after this settlement, PDE introduced a new resource called the “Common Ground Framework.” While school compliance is no longer mandatory, this new framework continues to encourage schools to focus on topics like digital literacy and mental health, which are vital for today’s learning environments. Erin James, press secretary for PDE, emphasized that this resource aims to address genuine issues affecting students and educators.
However, the new guidelines still suggest that teachers recognize differences in marginalized groups and create equitable learning environments by addressing stereotypes and biases. Critics argue that while the elimination of the CR-SE guidelines is a positive step, the focus on gender identity and social equity remains a concern.
Overall, this change signals a significant shift in Pennsylvania’s education policy, aiming to strike a balance between enhancing educational content and respecting diverse viewpoints in the classroom.
