Persistent questions continue about the existence of Critical Race Theory (CRT) in the Coronado Unified School District (CUSD) despite the emphatic denial by the educational leaders of its existence. While “CRT” does not appear in any CUSD documents or Board policies, the words around the ideology and the concepts remain embedded in many reports and documents. Generally, the defining constructs of CRT are often listed as Diversity, Equity, and Inclusion (or DEI). Not all of these three are a problem. Specifically, diversity is good; inclusion is good; but equity is bad. If equity could be replaced with “equal opportunity” in all of the CUSD documents that would be good.   

In order for us to know if CRT is creeping into the curriculum through teaching in the classroom, two things have to happen. First, the CUSD Board of Education must openly discuss and end up defining CRT in a way that we can all fully understand. Then, CUSD must establish an accountability model that allows for full disclosure about what is actually happening in each and every classroom. A major reason behind persistent questions about CRT’s existence and its presence is that only words are used to insist that no CUSD teacher would ever implement CRT related activities. How do we know the truth? How do the CUSD staff know CRT is not seeping into CUSD schools? What is the data used as a basis for denying that CRT activities are present? It is possible that there are no CRT problems in all classrooms.   

However, since there is no accountability data, we will have to wait to see if a parent discovers something odd in the instructional materials or a student reports something odd in the instructional methods used by their teacher. Even then there is another big step, the parent or student will have to have direction on how to report it and the courage to report it. 

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