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Last week, the Cato Institute hosted a policy forum on teaching controversial subjects such as sex and religion in k-12 educational institutions. All of the panel members pointed out that schools needed to do a better job at improving student civic outcomes such as character skills and tolerance of others’ views; however, a couple of the speakers claimed that the issue is not a result of our traditional system of public schooling.
This assertion fails to recognize the scientific evidence and, more importantly, the clear logic of incentives.
While families have a diverse set of values and goals for their children, the political process regurgitates a uniform educational environment. Further, since children are forced to attend schools based on zip codes, the government perhaps rightfully protects various family values by avoiding controversial discussions altogether. After all, if public schools were teaching that evolution was not real, many parents would obviously be very upset.
Of course, it is not the fault of public school employees. If you or I were held accountable to standardized test scores, we would probably not allocate a lot of time towards fostering friendly debates on provocative topics. In fact, it would be a risk to do so if we taught in a state that had laws attempting to protect individual family values. It is completely rational that traditional public schools are not spending much time on controversial issues.