As superintendent of a public school district committed to preparing our students to be informed, thoughtful and engaged citizens, I am deeply concerned about the proposed changes to Oklahoma’s social studies and science academic standards.
These changes were made after the public comment period had closed, bypassing the established review process that ensures transparency, accuracy and meaningful input from educators and subject matter experts.
I respectfully urge our state legislators to take action before May 1, 2025, by hearing the resolutions to reject the proposed standards. If they remain idle, these flawed standards will go into effect automatically — essentially casting a “yes” vote by default. Inaction or looking the other way is not neutral; it is approval.
At the very least, the Legislature should return the standards to the State Board of Education so newly appointed members can fully review them. This is the minimum necessary to uphold the integrity of their elected roles and protect the credibility of our public education system.
I’ve had the opportunity to speak with many of our local legislators, and I’m encouraged by their shared concerns and support. Most of our elected officials recognize the flaws in the process used to adopt these standards and are advocating for a more transparent, inclusive and accountable approach. I applaud Sen. Adam Pugh for authoring a joint resolution to send the standards back to the state board for further review. Now, we need leadership — specifically Speaker Kyle Hilbert and Pro Tem Lonnie Paxton — to ensure that this resolution receives a fair hearing.
Their voices — and their votes — matter now more than ever. Oklahoma’s students are watching. So are their parents, teachers and communities. I encourage everyone to contact their elected officials and urge them to act. This is a moment for courage and clarity — and inaction is not an option.
Let us do right by our students. Let us stand for academic integrity, and for a public process that truly honors public input.
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