Our Schools Need Fixing – Now!

An Interview With Clackamas Commissioner Mark Shull On What We Must Do

The Oregon public school system has become an ideological battlefield. At risk are our children. From the first time they walk through the school doors, they are likely subject to Woke indoctrination, gender confusion, sexualization, vaccine shaming and pressure to conform to social values that are at variance from their parents.

Parents who object to this system are discouraged from publicly expressing their displeasure to teachers and at school board meetings. In fact, those who become vocal in a public forum risk being labeled a “terrorist” by the U.S. Attorney General’s office. Teachers’ unions, Education unions such as The National Education Association (NEA), will urge prosecution of such parents, accusing them of being radicalized.

Against this background I asked Clackamas Commissioner Mark Shull to give us his views and solutions about saving our children now.

BW: In this intimidating social environment, it seems like it is unsurmountable to save our children. Is it?

MS: The most important fix to Oregon and Clackamas County that we must make is to fix our public schools.

BW: For those of us who remember our country’s history of struggle to integrate our public schools, what should be the approach be today regarding individual students?

MS: Our public schools must no longer be involved with race or ethnicity. The color of a student’s skin, eyes or hair or any other biological feature are not relevant to a learning environment. Nor is a student’s ethnic origin an issue of education.

BW: What part has Governor Brown played in the current state of our public schools?

MS: Our schools must no longer be used as activist training centers. Governor Brown and her Department of Education are guilty of this. Unfortunately, by Oregon law, the governor has too much control over our K-12 schools, and it has crippled the success of our education system.

BW: How is Gov. Brown able to cripple the success of the system?

MS: In Oregon the governor is the State Superintendent of Public Instruction, which gives the office holder absolute power to dictate our school values, curriculum, “indoctrination” and direction of every public school in the state. Oregon’s governor has the power to “rule by decree” in setting these priorities. No taxpayer input is required.
Most other states do not concentrate such power in a single elected official. The governor maintains control by appointing the Deputy Superintendent and all State Board of Education members. Anyone who does not adhere to the same ideologies coming from the top down is dismissed and replaced with a more compliant board member.

BW: What are some of the things she has done to advance her ideology?

MS: Governor Brown has implemented divisive ideologies based on race and social justice, such as critical race theory (CRT), the complete removal of any requirement for students to demonstrate proficiency of standards in order to graduate, the declaration of math as “racist,” the requirement for “menstrual justice” placing feminine products in all boys’ bathrooms, among many other unpopular policy initiatives.

BW: So what is the role for the parents in their child’s education?

MS: We need to cut out Governor dictatorial power in Oregon education and restore the power of the parent. Parents love for their children and their knowledge of what is best for their child must once again be respected.

BW: Supporters of Identity Politics would say that it improves a student’s self-value, therefore a better chance to thrive. Do you agree?

MS: The only identity in our public schools should recognize is a student’s individual identity – that is his character, scholarship, personal conduct and personal performance. Public schools must recognize all students as young Americans who are there to be educated and to be prepared to take their place to make a strong America. Our students must be taught to be critical thinkers, not blind conformists. Indoctrination is not education, and our schools look more like indoctrination centers than centers of education. Students that comply are rewarded. Students who reject the narrative are criticized. Time in the classroom must be devoted to allowing every student to actually learn, to think, to grow, and to become prepared for the future through a process of education, not indoctrination.

BW: What would be the course of action to show a student how to become a critical thinker?

MS: Ideological curriculum such as the teaching of Critical Race Theory, Anti-Racist curriculum, comprehensive sex education, and the anxiety-provoking social emotional learning, all currently imposed by the Oregon Department of Education must end now. Teachers, counselors, and school workers who insist on ideology over education need to be refocused to teaching and education or given the opportunity to move away from our kids and find a new job in order that academic standards can be rescued.

This includes afterschool clubs and sports activities. No club or sports team should be based on identities such as race, ethnicity, sexual orientation or whatever else may become in vogue in our society. Extracurricular activities must add to the physical and mental health of our students, and help them learn to be part of a strong society and not to become self-absorbed narcissistic weaklings.

BW: Why do you encourage afterschool clubs as a valuable part of a student’s education and development?

MS: Clubs must foster a student’s interest and passions and spark growth and wonder and at the glory of art, music, astronomy, languages you do not already speak and other subjects that will augment education and more. If the only primary extracurricular activities a student is exposed to can imagine being interested in are those based on ethnicity, race or sexual identity, that means that little outside of self will really interest that student.

BW: Should students be taught in their native language rather than English?

MS: Our public schools must teach in English whether or not it is a student’s native language. Our k-12 goal should be that students leave school speaking and writing English fluently, ready to be a contributing part of the national economy and American society. Learn a second language, cherish your heritage, but for those who want classes taught in a language other than English, a private school would be appropriate. American public schools must teach in English.

BW: Is there a place for a dress code in schools?

MS: In public schools we must get back to good citizenship, polite behavior and conduct. The “anything goes” dress code in many of our schools must get back to a strict dress code that will foster an educational environment; teachers too. Order in the classroom is a must.

BW: Why is equality preferable to equity for learning skills? And How can that be measured?

MS: A report card for the school as well as a report card for the student so parents can evaluate both school and student. There will be some F’s and some A’s based on performance. Not everyone will pass, but every student and every school will have an equal right to strive to be the best. That should spur personal performance.

Everyone will have a chance to excel through equality. Equity where everyone gets the same grade, regardless of effort, will be out-the-door. This will guide school districts back toward focusing on parent and family values and academic excellence and the unifying standards of reading, writing, arithmetic, science, electives, and trades.

Teaching these core skills produce students who are capable and confident and who become productive members of society. Every student must be educated in civics and history as well so they can make good decisions on the road ahead.

BW: What is the importance of school choice?

MS: Until our K-12 public schools return to instructions of effective learning, we must offer school choice so parents can choose public, private, parochial, virtual, or homeschool without government interference.

To correct any problem we must first understand the problem, then formulate a solution, followed by implementation of that solution with unrelenting attention to duty.
For those people who want to use public schools to affirm an ethnic or racial identity, or national identity other that American, they need to find a private school that will tolerate those intents. It is time that parents who want effective public schools are no longer forced to find a private school that stands for America and the family values they hold dear.

BW: Thank you Commissioner Shull. We hope your words will encourage parents to action, and inspire them to reclaim the power they have as the leading caretakers of their children’s development.