According to a recent analysis published on Wednesday, K-12 educational systems with Chief Diversity Officers are more likely to have covert transgender policies and have more overall learning loss among Black and Hispanic children from the COVID-19 pandemic restrictions.
The Heritage Foundation found that CDOs were present in 48 percent of districts with 15,000 or more kids.
Heritage Foundation research indicated that major school districts with CDOs had more significant overall educational deficits among Black and Hispanic kids, despite the fact that the aim of a CDO in a K-12 school district is to narrow performance disparities for minority pupils and meet their learning needs.
According to Jay Greene, a senior researcher at Heritage’s Center for Education Policy, taxpayers gave $190 billion in additional money to schools to ensure they could avert learning loss during the COVID pandemic. According to the report, schools opted to utilize a lot of that money to employ Chief Diversity Officers (CDO), who worsened the decline in learning among black and Hispanic children.
According to Green’s estimate, the number of districts with over 15,000 pupils employing a Chief Diversity Officer has increased from 39% two years ago to 48%. During the epidemic, they discovered that a CDO in a school system did not prevent black and Hispanic kids from falling farther behind their white peers in math.
Green said that despite the CDO staff’s lack of academic achievement, their presence was linked to the development of policies designed to shield parents from learning about their child’s alleged gender identity struggles at school.
The rate of deterioration among Black and Hispanic students was much greater than that of White students.
CDOs have been working to get more people involved in politics than to address the academic achievement gap that the Heritage Foundation found exists between White, Black, and Hispanic pupils.
Last year’s national exam results revealed the toll the COVID-19 outbreak had on the education of youngsters throughout the United States, showing substantial decreases in math and reading.
No state saw an increase in average test scores, and most states saw no change. There were no significant deviations from the norm in large metropolitan school districts.
