Reaction As Clarkstown Schools Revise Textbook, Library Policies

NEW CITY, NY — In the Clarkstown school district, where revisions to the textbook and library materials policies drew fire from a few residents, officials will hold a workshop March 23 on how the district’s formal policies are made and revised.

The five members of the public who spoke at the Feb. 9 Board of Education meeting reflected national angst. Most of the comments were about the district’s treatment of gender diversity in textbooks, library materials and student interactions, but one also concerned racial and ethnic equity and inclusion.

Parent Maureen Castro also complained that the district was moving too quickly and quietly in revising the policy on textbooks.

The “first read” for the revised policy was at the Jan. 26 meeting. The “second read” was at the board’s next meeting, Feb. 9, and the board voted unanimously to approve the changes as revised during the first discussion.

"The changes are potentially far-reaching and we have been only given two weeks to consider them," Castro said. "To quickly propose these changes in under a month puts me in a position to question your intentions."

The library materials policy was taken up for the first time Feb. 9, and the "second read" could take place at the board's next meeting March 9.

The district's common process was being followed, district officials said later in the meeting, explaining that the district was making revisions as suggested by the New York State School Boards Association.

Among the changes in the textbook policy was an added phrase in section 12, underlined here:

12. a reasonable balance of viewpoints, including those that are culturally responsive, regarding controversial issues.

"How will we obtain a reasonable balance, who makes that decision, why is school even delving into controversial issues?" asked resident Jason Bass. "Bullet point 11 mentions 'historically marginalized groups.' Will those marginalized groups be spoken about in history class? Will it be explained that this is history, that we’ve progressed by leaps and bounds from where we were?"

The textbook policy also includes a section on the criteria to be considered in the selection of literary works for classroom use in teaching literature, as well as the assignment of such works to particular grade levels. Changes were made in criteria 7 and 8 (changes are underlined):

1. use of a compositional style which contributes to the reader's critical and appreciative understanding of the work;
2. sophisticated use of literary devices (i.e., metaphor, point of view, tone) to further student understanding of written concepts;
3. levels of student maturity and experience necessary for empathic reading of literature;
4. capacity of a work to capture student interest;
5. thematic treatment which promotes sound and healthy values for students;
6. intrinsic qualities that establish a work as a significant part of the literary heritage;
7. inclusion in the body of works as a whole characters and settings which reflect the racial, ethnic, cultural, physical disability, mental disability, neurodiverse, gender (including gender identity and expression), sexual orientation and religious makeup of the student body and the country as a whole:
8. promotion of the understanding and appreciation of culture, class, language, race, ethnicity, physical disability, mental disability, neurodiversity, gender (including gender identity and expression), sexual orientation, religion, religious practice and other differences that contribute to the diversity of American culture; and
9. variety to avoid duplication of theme, plot, setting, etc., unless such duplication affords opportunities for comparison and contrast or serves to reinforce understanding.

Bass asked school officials to provide a breakdown of student demographics in those categories. "Please define gender identity and how many genders there are."

"This push to incorporate culturally relevant education representation in the curriculum including gender identity and expression and sexual orientation is unnecessary," said Jan Reimer of Congers. "Don’t be fooled by your compassion and concern for bullying and acceptance. It’s not necessary to teach children specifics about sexual orientations or gender theory to teach students to be kind and compassionate to everyone. It is not necessary to subject kids to this kind of embarrassment on sexual topics just to teach that people are different. It’s not fair to expect kids who don’t want to talk about it at all to have to come forward to teachers or administrators to explain that they don’t want to talk about it. Because they don’t want to talk about it. It is not the school’s right to teach kids what to believe or what to affirm about various sexualities. It is not your mandate, it is not in your purview."

The board also had its "first reading" of proposed revisions for the library materials policy, which includes similar changes.

During their discussion and after they had listened to the second round of public comment, school board members acknowledged disagreement on some words and phrases in the policies, but said they had been willing to compromise. At issue were phrases that seem fraught on their face, such as "implicit bias" and words that were important in context, such as "including."

Some trustees were uncertain about the process by which Clarkstown chooses both textbooks and library materials.

Bass pointed out that the policy includes a committee to address challenges and complaints, and volunteered to serve on it if non-staffers are allowed.

Also, saying that he was worried about school shootings, especially in light of the Nanuet student found with a loaded handgun, Bass accused district officials of promoting dangerous division along racial lines.

"You’re throwing fuel on a fire you created. Stop it. Start educating our kids, giving them the tools to succeed, the tools to be kind, and not see race," he said.

During the board member comment session at the end of the meeting, Trustee Tamara Bierker wondered how to make sure materials are offered appropriately in and out of school libraries.

"How many teachers have libraries in their classrooms? Who's looking at those and making sure those are age-appropriate also?" Bierker asked.

She also called for changes in the way policies are written and revised.

"I just want to point out that as we heard from the parents tonight it’s really important that our parents feel comfortable with this material," Bierker said. "Our parents will feel comfortable when they are involved in the process. Come together and collaborate on language so that they and their children feel they can come to class and be safe. I really encourage us to move forward with that."

The workshop on district policies, initially planned for March 9, has been moved to March 23 due to a scheduling conflict, district officials said. It will be held at 7:30 p.m. in the Clarkstown High School South Auditorium before the board's regular meeting.

Watch the meeting here.

The draft policies can be found in the meeting agenda, here.