For a brief moment in 2025, a shift seemed complete. A new administration took office promising to dismantle what it termed “woke” ideology in education. Executive orders targeted diversity initiatives and discussions of gender identity within schools, signaling a decisive turn.
But the anticipated victory proved premature. A surge of progressive candidates in state and local elections across New York, Virginia, and New Jersey demonstrated the enduring strength of these beliefs. The narrative of a defeated movement quickly dissolved, revealing a deeply entrenched presence.
Data now confirms the extent of this persistence. A comprehensive study reveals the education sector as the most consistently left-leaning professional field in the nation. The imbalance is stark: Democrats outnumber Republicans in K-12 classrooms by a ratio of two to one.
This disparity wouldn’t be cause for concern if professional boundaries were consistently maintained. However, a growing number of schools are becoming overtly political spaces, evidenced by the presence of advocacy symbols and the implementation of controversial practices.
The roots of this trend lie within the very institutions designed to prepare educators. College and university teacher training programs are increasingly focused on instilling a specific, progressive worldview in future teachers.
At the University of Georgia, for example, aspiring elementary school teachers are required to take a course explicitly focused on “diversity, equity, inclusion, and social justice.” The course aims not simply to explain societal issues, but to actively cultivate “anti-racist, anti-sexist” advocates.
Columbia University, renowned for its teacher preparation program, offers a course titled “Making Change: Activism, Social Movements and Education.” Students are encouraged to draw lessons from organizations like the Chicago Teachers Union and the Black Lives Matter movement.
The selection of these examples is particularly troubling. The Chicago Teachers Union has overseen some of the nation’s lowest academic achievement, while simultaneously resisting financial transparency. Black Lives Matter has advocated for policies that could destabilize school environments.
This pattern isn’t isolated. Michigan State University requires six courses dedicated to “Justice and Equity.” At the University of Maryland, future social studies teachers are trained in a “social justice-oriented approach.” Arizona State University offers courses focused on “Education for Social Transformation” and “Inequality and Diversity.”
The danger isn’t just in what these courses teach, but in what they neglect. Precious time is diverted from essential pedagogical training, hindering the development of fundamental teaching skills.
The need for strong foundational instruction has never been greater. Recent national assessments reveal alarming rates of illiteracy and mathematical deficiency among high school graduates – only a third can read proficiently, and less than a quarter demonstrate math proficiency.
Colleges should prioritize equipping future teachers with the tools to address this crisis. Instead, they are often consumed with abstract theories and divisive ideologies, wasting valuable resources and hindering practical preparation.
Recent reports highlight the continued influence of teacher unions as bastions of progressive activism. They champion policies that challenge traditional gender norms, actively oppose school choice initiatives, and mobilize against immigration enforcement.
States serious about reforming education must scrutinize their university teacher training programs. A critical assessment is needed to determine whether these institutions are fostering effective educators or ideological operatives.
The needs of students are clear: they require skilled teachers focused on core academic principles. Until colleges cease training teachers to promote a specific agenda, the cycle of politicization in schools will continue.
