Editor's Note: The National Association of Scholars is proud to announce The Civics Alliance, a new coalition of education reformers, policymakers, and concerned citizens dedicated to preserving traditional civics education against the threat of New Civics. What follows is an open letter announcing the Alliance, our Civics Curriculum Statement, and the list of signatories. To join The Civics Alliance as a signatory, click here. To learn more about why we formed the Alliance, click here to read an explanatory article. To take immediate action to support traditional civics education, click here to view our toolkit.
Signatories of the Civics Alliance Open Letter and Curriculum Statement sign as individuals. Organizational affiliations and positions are listed for identification purposes only.
The teaching of American civics in our schools faces a grave new risk. Proponents of programs such as action civics seek to turn the traditional subject of civics into a recruitment tool of the progressive left.
We write to express our objection to this subornation of civics education and to dedicate ourselves to joint work to restore true civics instruction, which teaches American students to comprehend aspects of American government such as the rule of law, the Bill of Rights, elections, elected office, checks and balances, equality under the law, trial by jury, grand juries, civil rights, and military service. American students should learn from these lessons the founding principles of the United States, the structure of our self-governing republic, the functions of government at all levels, and how our key institutions work.
In 2012, the U.S. Department of Education issued A Crucible Moment: College Learning and Democracy’s Future (2012), a report which called for a “New Civics” to replace the traditional approach. This new form of civics sidelines instruction on the responsibilities of American citizenship, and instead emphasizes identity politics, highly contestable forms of environmental activism, and a commitment to global citizenship. The New Civics, or “action civics,” replaces classroom civics instruction with political commitment, protest, and vocational training in progressive activism. It does so with the support of the Federal Government and through a host of private organizations such as Generation Citizen and iCivics.
Since 2019 the New Civics advocates have become much bolder. In August 2019, the New York Times launched “The 1619 Project,” which called for “reframing” all of American history (and civics) as the story of white supremacy and black subjection. The 1619 Project’s advocates brag that tens of thousands of students in all 50 states have used its curriculum resources and that “five school systems adopted the project at broad scale.” Not every advocate of action civics supports the 1619 Project, but the 1619 Project Curriculum already promotes action civics lesson plans. Action civics is taking over our K-12 civics and history classrooms. Activists in states such as Massachusetts and Illinois now seek to impose action civics on teachers and students by state law and through mandates by state departments of education.
We oppose all racism and support traditional American pluralism, e pluribus unum—out of many, one. These beliefs are not those of the radical New Civics activists, which espouse identity politics with overlapping ideologies of critical race theory, multiculturalism, and so-called “antiracism.” Unfortunately, these dogmas would ruin our country by destroying our unity, our liberty, and the national culture that sustains them. They have replaced traditional civics, where historical dates and documents are taught, with a New Civics based on the new tribalism of identity politics. Their favored pedagogy is service-learning, alternately called action civics, civic engagement, civic learning, community engagement, project-based civics, and global civics. These all replace civics literacy with a form of left-wing activism that adapts techniques from Alinsky-style community organizing for use in the classroom.
The New Civics has already advanced in America’s education system to a far greater extent than most people realize. It has succeeded partly because it has received unwitting support from those who fail to see the many wolves in sheep’s clothing. Well-intentioned reformers must not collaborate with those promoting an ideology that would destroy America. They should not endorse supposedly nonpartisan New Civics education that is really left-wing activism in disguise. They must instead work for true civics education that explicitly excludes the imposter New Civics and its favored pedagogies.
We endorse the general principles of the Civics Curriculum Statement below and we ask our fellow citizens to join us in working to restore American civics education according to its principles. Some of the signatories prefer different programmatic specifics, such as curriculum standards and testing controlled at the local level rather than the state level. Independent commissions are favored by some but not others. We endorse the Civics Curriculum Statement as a series of exploratory options designed to inspire initiatives by states, local communities, schools, and patriotic citizens, rather than as a binding legislative program. The concern that unites us is the need for legislation that prevents New Civics from retaining any power within America’s schools.
CIVICS CURRICULUM STATEMENT
INTRODUCTION
Whereas
- Ever shrinking numbers of American high school graduates and college graduates know crucial facts of the history of the American republic, such as the date of our nation’s founding with the Declaration of Independence, the date or context of the Emancipation Proclamation, The Gettysburg Address, or the speech, I Have a Dream;
- Ever shrinking numbers of American high school graduates and college graduates know the framework of the United States Constitution or principles such as federalism, separation of powers, checks and balances, or the Bill of Rights; and
- Instead of this factual and historical knowledge, American students are being subjected to a relentless form of anti-American propaganda teaching that the United States is a uniquely evil and racist country, by means of deceptively named theories and pedagogies such as Action Civics, Anti-Racism, Critical Race Theory, Globalist Civics, and Neo-Marxist forms of “Social Justice” Activism;
We call on all Americans to insist that their local institutions of public education adopt real and rigorous civics education, in both K-12 schools and state universities, and to exclude from these institutions the pseudo-civic education that instills hostility to America and its heritage.
This real civics education will be based on instilling knowledge of historical documents such as the Declaration of Independence and the United States Constitution and will teach foundational principles of our limited and representative government such as federalism and the separation of powers. It will ban the teaching of political activism and will prepare our young people to become informed citizens in a self-governing republic who respect the differing political viewpoints of fellow Americans.
K-8 CIVICS CURRICULUM
Elementary and middle schools should lay the foundations for knowledge of American geography, history, and government. English Language Arts and Social Studies should include substantial coverage of admirable Americans, such as Benjamin Franklin, George Washington, Frederick Douglass, Elizabeth Cady Stanton, and Abraham Lincoln, who will inspire young Americans to love their country.
HIGH SCHOOL CIVICS CURRICULUM
The 9-12 Civics Curriculum should include:
- a one-year course on the history and structure of the American government. This course should include and test for knowledge on documents such as the Declaration of Independence, the Constitution, extracts from the Federalist Papers, and the Emancipation Proclamation.
- a one-year course on American history from the Mayflower to the present. This sequence should include significant material on the War of Independence and the Constitutional Founding. Throughout, it should be designed to include significant biographical material on exemplary Americans—civic heroes—and to provide both our constitutional history and its historical context. For example, materials and teaching on slavery should situate the American practice of slavery within the pervasive practice of slavery throughout human history and mention how exceptional was the American abolitionist movement.
- A ban on political activism. The 9-12 Civics Curriculum should contain exclusively academic instruction and should ban any form of political activism, with no credit for and no encouragement of service-learning, civic engagement, action civics, or any cognate activity.
COLLEGE BOARD
The College Board’s AP United States Government and Politics Advanced Placement Examination now asks students to complete a Project Requirement of action civics. No high school class should teach an Advanced Placement class that requires action civics; no state money should fund taking advanced placement tests that require action civics; no public university should give credit to courses that require action civics.
HIGH SCHOOL CIVICS ASSESSMENT
All public K-12 students should take a culminating civic literacy examination that was developed independently (i.e., not by the local school or classroom teacher). Such tests, which could cover both American history and American government, would provide a means of assessing civics instruction in the high school, and would provide information that colleges can use to determine whether incoming students possess sufficient civics literacy to take a college-level course.
COLLEGE CIVICS LITERACY TEST: MATRICULATION
Each state should require all incoming students at public universities to take a civics literacy test, for which the high school civics examination described above can substitute, to determine whether they possess basic civic literacy. Students who have not passed that test must take a remedial civics literacy course that will cover the material they should have learned in high school. Students who have completed this course must take the civics literacy test again and will not be allowed to graduate, or progress to more advanced civics instruction, until they pass this test.
COLLEGE CIVICS CURRICULUM
Each state should integrate a college civics curriculum into their public university General Education Requirements. The College Civics Curriculum should include:
- two semesters of European history, from Periclean Athens to the present, which highlight the historical development of republics and democracies, and the intellectual, social, and cultural developments that have sustained the birth of free nations in Europe. These courses should also fulfill distribution requirements in the Humanities.
- two semesters of United States history, providing an undergraduate-level survey. These courses should also fulfill distribution requirements in the Social Sciences.
- two semesters of United States government, fostering students’ ability to engage in intelligent discussion and argument about the core political texts of our republic, and to integrate associated historical material as a supplement (but not a replacement) to close reading of these texts’ actual words. The two courses in the United States government sequence should consist of:
- The American Founding. This course should focus on the texts and debates of the period between 1763 and 1796. It should include extracts from philosophical inspirations, such as the works of Locke and Montesquieu; revolutionary polemics by figures such as John Adams and Thomas Paine; close discussion of the work of Thomas Jefferson, including the Declaration of Independence and the Notes on the State of Virginia; the Constitution; the Federalist Papers; the Bill of Rights; and George Washington’s Farewell Address (1796).
- The American Debate. This course should focus on the political debate among the different heirs to the Founding Fathers, and the debate’s institutionalization in the party system. This course should include material on the Jacksonian challenge to the remnants of social and political deference in America; the crisis of slavery and secession that led to the Civil War and reshaped America’s constitutional order; the Progressive and New Deal re-modelings of the constitution; a survey of contending philosophies of constitutional interpretation; and a parallel survey of notable judicial decisions from Marbury v. Madison (1803) to District of Columbia v. Heller (2008).
These courses should also fulfill distribution requirements in the Social Sciences.
This College Civics Curriculum should contain exclusively academic instruction, with no credit for and no encouragement of service-learning, civic engagement, action civics, or any cognate activity.
DUAL-COURSE CREDIT, CORE TRANSFER CURRICULUM, AND MUTUAL RECOGNITION AMONG STATES
All courses in the College Civics Curriculum should be available for high school students, both as dual courses taught in public K-12 schools and as dual credit courses in community colleges. All courses in the College Civics Curriculum should be incorporated into a Core Transfer Curriculum, to allow students to transfer credit easily among public institutions. Different states should review the courses in their College Civics Curricula and allow students to transfer course credit between different state university systems.
COLLEGE CIVICS LITERACY TEST: GRADUATION
Each state should require all graduating students at public universities to take a civics literacy test. Students who have failed this test must take the civics literacy test again and will not be allowed to graduate until they pass this test.
TEACHING LICENSURE
Teachers in state public schools who teach English or Social Studies must have passed all six (6) courses in the College Civics Curriculum, taught by the college of liberal arts and not in schools of education.
PERSONNEL
Each state legislature should create two commissions, both independent of the state board of education and the state department of education, one to create state civics standards and one to enforce them. One of these commissions, composed of national and local scholars who support traditional, academic civic education, should develop civics curriculum standards and assessments that meet the requirements outlined here for rigorous and real civics education. The second commission, also composed of national and local scholars who support traditional, academic civic education, should be empowered to investigate and report upon administrative and classroom practice, to ensure that the required civics curriculum standards are being observed and put into practice.
PEDAGOGICAL PRINCIPLES
The civics curriculum throughout should focus on educating students exclusively on the academic content of civics. The courses should not be exercises in partisanship or ventures in social activism. Students will study primary sources throughout and read serious secondary books and articles in quantities appropriate for college-level courses. They will learn the tools of analysis and critique and be able to converse and argue about any key idea in both oral and written forms. While these courses will go into depth on the topics of how our government works and why it is organized as it is, they must also aim to help students acquire some of the civic virtues that higher education is especially suited to provide, especially the ability to engage in civil debate. Civics classes must teach these virtues and capacities because legal protections of rights in a free republic ultimately depend on a cultural consensus that must be transmitted to each new generation. This consensus includes individual liberty for every citizen, especially with respect to political speech and conscience. When such traditions decay in everyday life, purely governmental protections risk becoming a dead letter.
NO ACTION CIVICS
No funds disbursed by a state may fund, facilitate, or in any way support any “Service-learning,” “Service-learning Coordinator,” or “Service Sponsor,” as defined in 42 U.S.C. §12511(40, 41, 42) (Definitions: Service-learning, Service-learning Coordinator, Service Sponsor). This ban should be broadened as necessary to prevent funding of civic engagement, action civics, or any cognate activity.
FEDERALISM
The different states should each adopt their own version of this Civics Curriculum. The federal government should play no role in this effort and no state should accept federal funding for the Civics Curriculum, since such funding inevitably entails federal regulation and control. Neither should a compact of the states attempt to subvert federalism by establishing a monolithic, effectively national Civics Curriculum. The mutual recognition of state Civics Curricula to allow course credit transfer between different state university systems, for example, should not inhibit each state’s ability to set its own Civics Curriculum.
LOCAL CONTROL
Any state-level education bureaucracy or assessment may itself be captured by radical activists. State-level Civics Curriculum reforms therefore should grant authority to local school boards and independent charter schools to adopt or develop their own K-12 civics curricula and assessments.
SPIRIT
The civics curriculum throughout should emphasize tensions among ideals within the constitutional system—how different liberties can conflict, how some may be irreconcilable, and how some are subject to compromise that leaves mutual dissatisfaction among contending parties.
The civics curriculum, in other words, should teach students to understand their opponents, to live with their political to-do lists unfulfilled, and, most importantly, to understand that true civic engagement includes an appreciation for the constitutional order, whose preservation should be deemed a virtue outweighing any substantive political goal—save only the imperative to preserve every American’s inherent and inalienable liberties, which the Constitution is intended to secure, but did not create.
INITIAL SIGNATORIES
J. Christian Adams, President, Public Interest Legal Foundation
Dean Allen, President, FreedomSource University
Michael Anton, Senior Fellow, Claremont Institute
Mark Bauerlein, Senior Editor, First Things
Jeremy Beer, Chairman, American Ideas Institute
Chris Buskirk, Publisher, American Greatness
Victoria Coates, Senior Fellow, Center for Security Policy
Tanya Ditty, Vice President of Field Operations, Concerned Women for America
Brandon Dutcher, Senior Vice President, Oklahoma Council of Public Affairs
Will Fitzhugh, Founder and Editor, The Concord Review
John Fonte, Senior Fellow and Director of the Center for American Common Culture, Hudson Institute
Jamie Gass, Director of the Center for School Reform, Pioneer Institute
David Goldman, Columnist, Asia Times and PJ Media
Katharine Gorka, Director of the Feulner Institute's Center for Civil Society and the American Dialogue, Heritage Foundation
Mary Grabar, Resident Fellow, The Alexander Hamilton Institute for Western Civilization
Mark Henrie, President, Arthur N. Rupe Foundation
John Hinderaker, President, Center of the American Experiment
Deal Hudson, Publisher, The Christian Review
Christopher C. Hull, Senior Fellow, Americans for Intelligence Reform
Christina Jeffrey, President, U.S. Allegiance Institute
S. T. Karnick, Director of Publications, Heartland Institute
Sheryl Kaufman, Corporate Chief Economist (Retired), Phillips Petroleum Company
Katherine Kersten, Senior Policy Fellow, Center of the American Experiment
Roger Kimball, Editor and Publisher, The New Criterion
Stanley Kurtz, Senior Fellow, Ethics and Public Policy Center
Michael Ledeen, Freedom Scholar, Foundation for Defense of Democracies
George Leef, Director of Editorial Content, The James G. Martin Center for Academic Renewal
Thomas Lindsay, Distinguished Senior Fellow of Higher Education and Constitutional Studies, Texas Public Policy Foundation
Clare M. Lopez, Founder/President, Lopez Liberty LLC
Glenn Loury, Merton P. Stoltz Professor of the Social Sciences, Brown University
Sue Lucas-Peterson, State Representative, South Dakota
Wilfred McClay, G.T. and Libby Blankenship Chair in the History of Liberty, University of Oklahoma
Allen Mendenhall, Associate Dean, Troy University, Sorrell College of Business
Arthur Milikh, Executive Director, The Claremont Institute, Center for the American Way of Life
Nicole Neily, President and Founder, Parents Defending Education
Alain Oliver, Chief Executive Officer, Love and Fidelity Network
Robert Paquette, President, The Alexander Hamilton Institute for the Study of Western Civilization
Duke Pesta, Director, FreedomProject Academy
Matthew Peterson, Vice President of Education, The Claremont Institute; Editor, The American Mind
Pete Peterson, Dean, Pepperdine University, Pepperdine School of Public Policy
Shawn Peterson, President, Catholic Education Partners
Julie Ponzi, Senior Editor, American Greatness
Joy Pullman, Executive Editor, The Federalist
Paul Rahe, Charles O. Lee and Louise K. Lee Chair in Western Heritage, Hillsdale College
Theodore Rebarber, CEO, American Achievement Testing
Sandy Rios, Director of Governmental Affairs, American Family Association
Jane Robbins, Senior Fellow (retired), American Principles Project
Jenna Robinson, President, The James G. Martin Center for Academic Renewal
Christopher Rufo, Director, Center on Wealth and Poverty
Eunie Smith, President Emeritus, Eagle Forum
Terry Stoops, Director of the Center for Effective Education, John Locke Foundation
Sandra Stotsky, 21st Century Chair in Teacher Quality, Professor Emerita, University of Arkansas
Kevin Stuart, Executive Director, Austin Institute
Jeremy Tate, Founder/CEO, Classic Learning Test
Virginia Thomas, President, Liberty Consulting
Keith Whitaker, Chairman, National Association of Scholars
Ryan Williams, President, The Claremont Institute
Peter Wood, President, National Association of Scholars
Robert Woodson, Founder and President, Woodson Center
Wenyuan Wu, Executive Director, Californians for Equal Rights
Scott Yenor, Washington Fellow, Claremont Institute Center for the American Way of Life; Professor of Political Science, Boise State University
SIGNATORIES
Jordan Adams, K-12 Associate Director of Instructional Resources, Hillsdale College
Rafael Algarin
Lynn Allinson
Anthony Anadio, Visiting Assistant Professor, Empire State College
Christine Andersen, Former High School Teacher
Cindy Anderson
James Anderson, Member, Emeritus, East Lyme, Connecticut Board of Education
Nancy Andersen
Maria Andrianou
George Andrie
Renee Arena
Hal Arkes, Professor Emeritus
Fritz Asche, Teacher, Jesuit College Prep Dallas
Daniel Asia, Professor, University of Arizona
Rania Assily, Assistant Professor of History, Cuyahoga Community College
Sondria Atkin
Peter Austin, Independent Scholar, Director of The 1960s Project
Dianna Avila
Scott Babcox
Melia Bailey
Jeanne Baker
JP Baker
Sharon Balje
Leigh Banducci
Ron Banks, Executive Director, The Leadership Foundation for American Values
Brian Barbour, Professor of English, Emeritus, Providence College
Travis Barnhart
Paul Bartow, Ph.D. Candidate, University of South Carolina
Lee Bateman, Attorney
Kenneth Beauregard
Larry Bean
Richard Becker, Sales Manager
Kathy Bell
Michael Bender, Clinical Professor of Medicine Emeritus, UCSF
Jay Bergman, Professor, Central Connecticut State University
Joe Bettencourt, Doctor, Tufts University School Of Medicine
Julie Biggs
Daniel Bingham
John Blackman, ACO, NACA
Jan H. Blits, Professor Emeritus, University of Delaware
Kathryn Block
Lisa Boadway
John Bock, Educator, MESD
Christina Boggess
Vivian Booth
Daniel Bonevac, Professor, University of Texas at Austin
George Borkow
Deborah Boryenace
Bob Borzotta, Journalist and PR Executive
Robert Bouvatte
George R. Bowling
Peter Bradley, Attorney at Law, Peter Sean Bradley
Angela Corbin Bransford, Former Beaumont, Texas Independent School District Board Manager
Tammy Brantley
Joana Breslaw
Dawnelle Breum
Edward Brey, School Board Member, School District of Sheboygan Falls, Wisconsin
Lester Brickman, Professor Emeritus, Yeshiva University
Glenda Brinsfield
Mary Brown
Nancy Bruce
Patricia Brunsing
Northrup Buechner, Associate Professor (Retired), St. John's University
Jonathan Burack, History Curriculum Developer, MindSparks History & Social Studies
Timothy Burns, Professor and Graduate Program Director, Political Science, Baylor University
Charles Busbey
Cheryl Button
Mary Byrne, Director of Education, Educated Citizen Project
Michael Cahill
Ralph Calabrese
Garrett Caldwell, Teacher, Newark Academy
Jo Ann Cameron, Professor Emerita, University of Illinois Urbana-Champaign
Theresa Camoriano, Patent Attorney
Mike Campbell
Mary Capella
Susan Capps
Chris Cash
Brian Centeno, Former Deputy Superintendent, Fairfield-Suisun Unified School District
Andrejs Cers, Lecturer, University of Minnesota
John C. ("Chuck") Chalberg, Senior Fellow, Center of the American Experiment
Michael Chaney
Bruce Chapman, Former Director, U.S. Census Bureau, Discovery Institute
Steve Christiansen, Former Legislator
Tina Christie
Brad Chubb
Claudio Cioffi-Revilla, University Professor Emeritus, George Mason University
Adam Clark
Roderick Clay, Instructor (Retired), Columbus State Community College
Natalie Cline, Utah State Board of Education
Terry Clough
Geoffrey Coates-Wynn
Cynthia Coburn, Shop Owner
Jacqueline Conlan, Retired Educator, New Jersey Retirees' Education Association
Peter Conroy, Program of American Studies, University of Dallas
Deborah Cook-Hunter
Amanda Covert
Roger Cox, Adjunct Professor, Community College of Baltimore County
Frank Mark Cranfill
Susan F. Cranfill
Claudia Creason
Susan Crowley
Chris Cullen, Redfield College
Lisa Cummins, Chief Legislative Officer, No Left Turn in Education
Ziva Dahl, Opinion Writer, Haym Salomon Center
Michael Damron, Paraprofessional Educator
B. Daniels, Graduate Student
Michael Danly
Michael Davey, National Board Certified Teacher, DiAnne M. Pellerin Center
Crystal Davis
Holly Davis
LaVada Davis
Stephen Davis
Thomas Davis, Associate Professor of Philosophy, Whitman College
Deborah DeBacker, Stop Common Core in Michigan, Inc.
Spencer Dedor
David H. DeJong
Dorothy Delisle
Barry Demchak
Marshall DeRosa, Professor, Florida Atlantic University
Katherine Dillon
Damian DiPaola
Christian Dippel, Associate Professor of Economics, UCLA Anderson & Ivey School of Business at Western University
Carlie Dixon, Civics Teacher
Leon Dixon
Anna Doan, Junia Doan's The Spark
Henry Doherty
Michael P. Doherty
Joseph D. Dominici, Certified Registered Nurse Anesthetist
Karen Domsic
Candace Donnelly, Owner, Educator, Common Sense Civics and Citizenship
Geraldine Donovan
Leslie Doyle, VP, Project Management, Digitas Health
Pamela Dubin
Russell Dusseault
Elizabeth Eastman, Senior Scholar in Residence 2020-2021, Benson Center for the Study of Western Civilization
Max Eden, Research Fellow, American Enterprise Institute
Kenneth Edlund
Sheryl Egan
Christian Eilers
Robert Eitel
Leslie Elkins
William Ely
Barney Enderlein
Erwin Epstein, Professor Emeritus, Loyola University Chicago
Melvin Ethridge, Professor (Retired), Texas Tech University
Barbara Ettner
Julia Evanko, Program Officer, The Love & Fidelity Network
Brian Fanelli
Beth Feeley, Senior Advisor, 1776 Unites, The Woodson Center
Ryan Felix, Probation Officer, City of Carson
Liv Finne, Director for Education, Washington Policy Center
Jerry Finnerty
Lynn Finnie, Pharmacist
Donna Lynn Foster
Don Fox
Garion Frankel, Policy Director, Texas Federation of College Republicans
Jeremy Frankel
Brad Franklin, Education Specialist, Santa Clara Unified School District
Jane Fraser, President, The Stuttering Foundation
William French
Rebecca Friedrichs, Founder & President, For Kids and Country
Denise Froehlich
Nels Frye, Writer, Springfieldian LLC
Julie Fuller
John Furutani
Frank J. Gaffney, Executive Chairman, Center for Security Policy
Craig Gallaway, Associate Professor of Theology (Retired), Samford University, Beeson Divinity School
Natalie Gandhi
Gabriel J. Gardner, Associate Librarian, California State University Long Beach
Tracy Gardner
Mary Geiter
Claudine Geoghegan, Chapter Head-Kentucky, No Left Turn In Education
Michelle George
Tim Gerhardt
Jacob Giese
Jody Giles, Lecturer
Lisa Gilligan
Shawn Glanville
David Gockowski
Teresa Goetsch
Linda Goldman
Jon Gordon, Law Enforcement Officer (Retired), U.S. Department of Homeland Security; BGS in History from University of Nebraska at Omaha
Julie Gorham, Orthotic Clinician, Hanger Clinic
Eric J. Gourley, General Surgeon, Baylor Scott & White Healthcare; Texas A&M University
Jerry Griffin, Associate Professor, Walden University
Byard Grim
Kent Guida
Sarah Hagen
Rachel Hale
Roger Haley, High School Teacher (Retired)
Alma Hallworth
Denise Hargett
William Harris, Retired Professor of English
Christine Hartman
Rheanna Hastings, Cape Parent Community Coalition
Julie Hathaway
Josh Haverlock, Program Associate, Foundation for Individual Rights in Education
Charles Haywood, Writer, The Worthy House
Robert Heidt, Professor Emeritus, Indiana University
David Hein, Senior Fellow, George C. Marshall Foundation
John Hendrickson, Policy Director, Tax Education Foundation of Iowa
Claudia Henneberry, Social Studies Teacher (Retired), Political Activist, Tennessee for Education
Joel Hensley
Chris Henyan
Daniel Hepler, Lecturer, UC Riverside
Tiffany Hetrick
Peter Hewett
Robert Highsmith
Steve Hinterberger
Jonathan Hintz
Marcia Hintz
Max Hocutt, Professor of Philosophy (Retired), University of Alabama
Chris Hoecke
Gary Hoffman
Randall Hogan
Thad Holley, Middle School Counselor (Retired)
Aaron Honeycutt
John Hood, Adjunct Faculty, Duke University
Terrence Hormel
Gary Horne, High School Teacher, Booker T. Washington High School
Gary Houchens, Professor, Western Kentucky University
Randall Hough, Board of Education Member, Fayette County, Georgia Board of Education
Taffy Howard, State Representative, South Dakota House of Representatives
Jacob Howland, Senior Fellow, Tikvah Fund
Christopher Hudson
James Huffman, Professor and Dean Emeritus, Lewis & Clark Law School
Sean Hurt, Assistant Professor, Del Mar College
Candace Huskey
Carol Iannone, Editor-at-Large, Academic Questions, National Association of Scholars
Scott Idleman, Professor of Law, Marquette University
Al Jackson, Retired teacher
Susan Jacob
Jeremy Jackson
Melissa Jackson, Georgia Chapter Director, No Left Turn in Education
Robert Jackson, Chief Academic Officer, Great Hearts America
Floyd James
Frank Jaeckle
Darci Jessie
Jason Jewell, Professor, Faulkner University
Charles Johnson
James Johnson, Owner, The Mars Project
Kathy Johnson
Pam Johnson
Philip Johnson, Physician
Will Johnson
Gregory Josefchuk, President, National Coalition For Men Carolinas
Jules Jourde
Pamela Kagan, Teacher of Teachers, Professional Learning Board
Katherine Kainz, Psychologist Emeritus
Angela Kamrath, President and Editorial Director, American Heritage Education Foundation
Jack Kamrath, American Heritage Education Foundation
Bobbi Karibian
Laraine Kasper, Substitute Teacher, Los Angeles Unified School District
Timothy Kearns
Patrick Keating, Past Grand Knight, Knights of Columbus
Patti Keene
Philip Keever
Donna Kelly, Graduate Student, University of Mary Hardin-Baylor
Kathryn Kelly, Executive Director, I∙School
Bob Kergel
Nelson Kieff, Special Forces Major, Civil Trial and Appellate Attorney (Retired)
Carol Kiester
Jill King
Robert Kiss, Historian
Glen J. Kissel, Associate Professor of Engineering, University of Southern Indiana
Jennifer Kittle, Dentist (Retired)
Alexandra C. Klaren, Assistant Professor, Johns Hopkins Carey Busniess School
Pia Klein
Kyle Klitzke, Treasurer/Founder, Free We The People Fox Valley PAC
Mr. Klumb, Teacher, Milwaukee Public Schools
Robert Knisely
Anthony Knopp, Professor Emeritus, University of Texas Rio Grande Valley
Darcy Kocher, Teacher
Richard Koethe, Director of Training, Integras, Dave Roever Foundation
Steve Kondogianis
David Krieg
Annette Krumweide
William Kuechler, Professor Emeritus, Information Systems, University of Nevada, Reno
Heather LaGuire
Arthur Lane
David Lantz, Author
Abe Laughlin, Church Of Christ
Fran Lavery
Michelle Lavoie
Brad Layton
Chance Layton, Communications Director, National Association of Scholars
Jonathan Leaf, Playwright, Sheen Center for Thought and Culture
Tom Leeson, Former Visiting Professor, University of California, Los Angeles
Todd Leonard, High School Instructor, Micah 6.8 Ministries
Norman Lillegard, Professor Emeritus, University of Tennessee, Martin
Mack Lindsey
Nick Lindquist, Strategist, Beck & Stone
Cheryl Little
Paul Livaudais
William Loe
Jim Logan
Mark Lowder
Dan Lubrich
Robert Luebke, Senior Fellow, Center for Effective Education, John Locke Foundation
James Lung, Attorney, Judicial Official (Retired)
Elizabeth Lynch
Kristina Macejka
Wayne MacKirdy, Teacher, The Biblical Life System Institute
Amy Maffeo
Fred Mahardy
Dr. Sumantra Maitra, Non Resident Fellow, The James G. Martin Center for Academic Renewal
Lisa Maloney, Local School Board Director
Sue Manfredi
Jean Mann
Rick Manning, President, Americans for Limited Government
Harvey Mansfield, Professor Emeritus of Government, Harvard University
Joel Margolis, Assistant Professor (Retired)
Allen Martin, Professor Emeritus, University of Texas at Tyler
Chelsea Martin, Paralegal
Mary Martin
Mauricio Martinez, Office Assistant, Student
David Masters, Adjunct Professor of Theology & Ministry, Saint Thomas University & Monsignor Edward Pace High School
William Mattox, Director, Marshall Center for Education, James Madison Institute
Robert Michael McAvoy, Professor, Politics & Public Policy, Hill College
Robert McCormick
Jean McCurdy, Former School Board Member
Paulette McElroy
Allison McGoldrick
Charlotte McGuire, Vice President, Ohio Board of Education
Ann McLean, Independent Scholar
W. Douglas McMillin, Professor Emeritus, Louisiana State University
Natalie McNeill
Rene McSherry
Bill McTernan, Policy Advocate
Francis X. Meaney
Anna Miller, Policy Analyst, Idaho Freedom Foundation
Barbara D. Miller, Associate Professor Emerita, SUNY Buffalo State College
Jayne Miller
Rod Miller, Professor, Hendrix College
David Millikan
Michael Milliken, Assistant Professor, University of Utah
Wesley Mills
Mary Miranda, Professor
Randolph Mitchell, Student, Southwestern University
Vern Mitchell
Carolyn Mobley
Barbara Ann Mojica, Historian, Hunter College, Queens College, Graduate Center of the City University of NY, and Long Island University, C.W. Post Campus
Nancy Moore
Donald Morgan, M.D.
Lucille Morgan, Civics Teacher, Ironwood Hills Christian School
John Mount
Eleanor Moyer, Teacher (Retired)
Wendy A. Mudd
Stephen Mumm, Teacher (Retired)
Oksana Muniz
Patricia Murray-Farris
David R. Musher, Clinical Associate Professor of Medicine, NYU-Langone School of Medicine
Alison Murphy
Dyann Myers
Mary Myers
Peter Myers, Professor, University of Wisconsin-Eau Claire
James Newman, President, Witherspoon Analytics Inc
Steve Newton
Karl T Noell, Former Director, Radiation Oncology, Duke University Medical Center
Philana Nowak
Arielle Nurczynski
Kathleen Nydegger, Chairwoman, Mass Resistance, Minnesota Chapter
W. Odell
Broeck Oder, Instructor of History
Othel Ogden
Kathleen OHagan
Micheal Olauson
Nicholas Olson
Nelson Ong, Associate Professor Emeritus, the former College of New Rochelle
Natali Orbon
Carolyn Osmun
Kathleen O’Toole, Assistant Provost for K-12 Education, Hillsdale College
Mackubin Owens, Senior Fellow, Foreign Policy Research Institute
Bob Paladino, Certified Public Accountant (Retired)
Pavlos Papadopoulos, Assistant Professor of Humanities, Wyoming Catholic College
Greg Parlier, Adjunct Professor, North Carolina State University; President, GH Parlier Consulting; Colonel, US Army (Retired)
Jill Pasteris, Professor Emerita, Washington University in St. Louis
Steve Pattison
Albert Paulsson, Teacher, West Windsor-Plainsboro HS North
Steven Peck, Board Member, Ascent Classical Academy
Bob Perry, Chair, Redmond (Oregon) Patriots
Dave Peterson, Forensic Psychologist, Retired, State of Wisconsin
Sue Peterson, State Representative, State of South Dakota
Susan Phillips
Jeffrey Pierce
Leland Pike
Juliana Geran Pilon, Senior Fellow, Alexander Hamilton Institute for the Study of Western Civilization
Alexander Popovici
Gary Porter, Executive Director, Constitution Leadership Initiative, Inc.
Darryl Powell
David W. Preston, Executive Director, Oklahoma Wesleyan University Foundation
Michelle Previte, Associate Professor, Penn State Behrend
Harley Price, Lecturer, University of Toronto
Michele, Procko, Former Special Education Teacher
Greg Pulles, Attorney, Author (Retired)
Paul du Quenoy, President and Publisher, Academica Press
Kristen Rabineau
Jeffrey Racioppi, Academic Staff/Ex-Faculty, Commonwealth School
Sean Raesemann
Dunya Ramicove, Distinguished Professor Emerita, University of California
David Ramsey, Associate Professor of Government, University of West Florida
Gideon Rappaport, Teacher (Retired)
Christine Reagan, Director of Communications and Grassroots, ACT For America
Ken Rebar
Steven Reick, State Representative, Illinois House of Representatives
Eric Retrum
Craig Rhyne, President, Freedom Education Foundation, Inc.
Karen Richards
Karen Richardson
Jennifer Richmond, Founder, Truth In Between
Glenn Ricketts, Professor of Political Science, Raritan Valley Community College
Christine Ries, Professor, Georgia Institute of Technology
Keith Riles, Professor of Physics, University of Michigan
Alexander Riley, Professor of Sociology, Bucknell University; Senior Fellow, Alexander Hamilton Institute for the Study of Western Civilization
Ibby Rios, Professor, University of Valley Forge
Mike Roarty
Charles Robinson
J. Martin Rochester, Curators Distinguished Teaching Professor of Political Science emeritus, University of Missouri-St. Louis
Jim Rogers, Professor, Louisiana State University at Alexandria
Asaf Romirowsky, Executive Director, Scholars for Peace in the Middle East
Anne Russek
Mark Russell
Nancy Ryan
Rodger Potocki, Alexander Hamilton Institute Member, Author, Former College Instructor
Rick Saccone, Legislator and Professor (Retired)
Philip Carl Salzman, Emeritus Professor of Anthropology, McGill University
Peggy Samuels
Julie Sandifer
Mara Sargent
Teri Sasseville, Grassroots Education Advocate, Georgians to Stop Common Core
Maegen Satcher, Dean of Curriculum and Instruction, St. Johns Classical Academy
Jana Sayler, Board Chair, Tallahassee Classical School
Dave Scarpino
Roberta Schaefer, President Emeritus, Worcester Regional Research Bureau
Rob Schläpfer
Dana Schultz, Regional Account Manager
Maimon Schwarzschild, Professor of Law, University of San Diego
Charles Scoville
Ann Seaton
Cindy Seltzer
Susan Setmeyer
Gilbert T. Sewall, Director, American Textbook Council
Kathryn Shanks, Founder & Director, Verity Speech & Debate Club
Michael Sharkey, Marine Engineer
John Shearer
Nicole Sherburne
Jay Sheridan
Malcolm Sherman, Emeritus Professor
Jerri Shrader
Luke Shropshire
Jodie Shudrowitz
Karen Siegemund, President, American Freedom Alliance
Paul Siewers, Associate Professor, Bucknell University
Kelly Simowitz, Associate
John Singleton, Secondary Teacher, Frisco TX Independent School District
Brian Sirman, Adjunct Professor, Massachusetts College of Pharmacy & Health Sciences
Jennifer Sloan
Alan Smith
Darren Smith
Denise Smith
Guy R. Smith, Founder, The Patriots Business Alliance
Katie Smith
Leslie Smith, Teacher (Retired)
Michael F. Smith, Owner, The Smith Appellate Law Firm
Stephanie Smith, Executive Director, Thatcher Coalition
John Sneed, Researcher
Robert Snider, Attorney
Tommy Snowden
Bonnie Snyder, Director of High School Outreach, Foundation for Individual Rights in Education
Lynn Sowden
Linda Spack, Former Teacher
Richard B. Speed, Lecturer in U.S. History (Retired), California State University, East Bay
Robert Speed, Structural Engineer (Retired)
Gloria St. Amant, Teacher (Retired)
Jon Stanley
Lelsie Stapleton, Teacher
Kathy Strand
Barbara Stuart, Clinical Psychologist
Melissa Sturik
S. Sueyres, Former Assistant Professor
Joseph Sullivan
Renee Sullivan, College Instructor
Kendall Svengalis, President, New England LawPress
Carol M. Swain, Professor of Political Science and Law, Vanderbilt University (Retired)
Kevin Sweeney, Western Kentucky University
Kristen Swensen, School Health, Fairfax County Health Department
Sabrina Swicegood
Debbie Swisher, Graphic Artist
Richard Sypher, Retired Professor and Attorney
Carol Tarter
Alexandra Tegart
Patricia Thies
Rhonda Thomas, Education Consultant, Protect Student Health (In Education) Coalition
Daniel Trigoboff
Tom Trumble
Betty Tuckey
Phillip Turnage, Teacher, West Bladen High School
Erin Tuttle, Co-Founder, Hoosiers Against Common Core
Roger Tyk
Mark van den Branden
Blaine VanDerSnick, Social Studies Teacher, Kennedy Catholic High School
Jonathan VanGeest, Professor, Kent State University
Maarten van Swaay, Professor of Computer Science (Retired), Kansas State University
Hubert van Tuyll, Professor, Augusta University
Frank Waddell
Jeanann Wallace, Speech Language Pathologist, NYC Department of Education
Thomas Walker
Michael Warder, Former Vice Chancellor, Pepperdine University
Sylvia Wasson, Professor Emeritus, Santa Rosa Junior College
Henry Watkin, Associate Director of Graduate Admissions (Retired), The New School
Kevin Watts, Flooring Contractor
Archpriest Alexander F. C. Webster, Dean & Professor of Moral Theology Emeritus, Holy Trinity Seminary
Brandon Weichert, Geopolitical Analyst and Author, The Washington Times
Elinor Weiss, Teacher (Retired), National Education Association
Priscilla West, Board Member, Tallahassee Classical School
Judith Whatley
Alvin Wheeler, Director of K-12 Curriculum (Retired)
Christopher Whipple, Assistant Principal, East Irondequoit CSD
Kathryn Whitney, Teacher, Iowa State University
Michael Wiant, Physicist
Marybeth Wilkins
Steve Wilkins
Triza Wilkinson
Jonni Williams, Middle School Educator, Meridian Middle School
Mary Frances Williams, Independent Scholar
Peter Williams
Robert Williams
Laureen Willis, Registered Nurse (Retired)
David Willmott, Engineer (Retired)
Nathanael Willson
Corey Wilson, CEO, SAPIENT Being
J.R. Wilson, Co-Founder, Truth in American Education
Tim Wilson
Jim Windham, Publisher, The Texas Pilgrim
Alec Wineinger
Debora Wood, K-6 Teacher
Gina Wood
Chris Wright, Publisher, Liberato.US
