Staff Reports
Taxpayer dollars are increasingly funding Diversity, Equity, and Inclusion (DEI) initiatives in K-12 schools, and the recipients appear to be anything but the traditional educators. A recent report from Parents Defending Education highlights an alarming trend: over $32 million has been siphoned off into DEI projects since the Biden administration took the reins. This raises an alarming question for taxpayers: Is this really where the money meant for education should be allocated?
Some folks might ask how DEI initiatives get funded without the average citizen noticing. The answer is the classic political sleight of hand—grants that seem innocuous at first glance, but once delved into, reveal a mind-numbing array of fancy terms and concepts that often equate to nothing more substantial than promoting a new brand of groupthink. The report identifies a whopping 30 federal grants, each serving to further the narrative that America is a country inherently marked by its historical sins, such as racism and privilege. While one would hope schools would focus on teaching algebra and science, educators now seem more preoccupied with steering the moral compass of young minds.
🚨🇺🇸U.S TAX DOLLARS FUNDING DEI BUREAUCRACY
The U.S government is pouring massive amounts of taxpayer money into diversity, equity, and inclusion (DEI) programs instead of tackling pressing national issues.
HHS is demanding $113 million for “diversity training” in the health… pic.twitter.com/2jO5aDDnCc
— Mario Nawfal (@MarioNawfal) January 6, 2025
In true bureaucratic fashion, funding has been funneled to initiatives that include, but are not limited to, Critical Race Theory (CRT). This theory presents a distorted view of history, claiming that America’s foundation and continuum are inseparably linked to racism. Unbothered by pesky facts suggesting a less monolithic view of American history, proponents of CRT continue to slip into educational discourse as if they were just another topic deserving of unchallenged lecture time. The eagerness to promote these theories indicates a clear shift from teaching the ABC’s to teaching the CRTs.
For instance, a substantial grant of nearly $1.7 million went to a bewildering collaboration between Temple University and the School District of Philadelphia. What, exactly, does “community policing” and “anti-bias education” have to do with enhancing math scores? Spoiler alert: absolutely nothing. Critics of these initiatives argue that schools should focus on teaching children skills that will prepare them for the workforce rather than engaging in social engineering. But embracing a narrative of victimhood seems to hold more merit in the current educational climate than actually equipping students with knowledge and critical thinking.
Additional funding examples are just as questionable, with one million dollars spread across California projects aimed at ensuring school safety while simultaneously pushing LGBTQIA+ issues—completely missing the original goal of safety itself. In Ocean County, New Jersey, the educational envelope was pushed again, where funding was approved to combat violence by conflating teasing with oppression. One must wonder if these educators remember how to have fun or if they believe that kids should be coddled to the point of oblivion.
Now, this isn’t limited to schools; the Federal Emergency Management Agency has also jumped on the DEI bandwagon, recently prioritizing “equity” as its prime goal. Instead of focusing on preparedness for natural disasters, FEMA has decided that diversifying conversation topics among its employees takes precedence. It seems the government has bent every aspect of society to align with these far-left ideologies, from the classrooms to disaster response teams.
In short, the findings of the report are a head-scratcher for those who once believed taxpayer dollars were earmarked for improving educational outcomes rather than funding politically charged agendas. The current administration seems more invested in molding a future generation of social activists than capable, educated citizens. Perhaps it’s time to revisit the fundamental principles of education and demand our schools focus on teaching children how to think critically, rather than telling them what to think—or worse, who to blame.
