Education Week - October 28, 2015 - 20

COMMENTARY

Do Military Recruiters
Belong in Schools?

T

By Seth Kershner & Scott Harding
he United States stands alone
among Western nations in allowing military recruiters to
work inside its educational
system. Section 9528 of the
2001 No Child Left Behind
Act requires that public high
schools give the military as
much access to campuses and student contact information as is given to any other
recruiter. However, University of Kansas anthropologist Brian Lagotte finds that school officials do
not fully understand this policy and often provide
military recruiters unrestricted access to their
campuses. Many schools allow military recruiters
to coach sports, serve as substitute teachers, chaperone school dances, and engage in other activities. In
some cases, recruiters are such a regular presence
in high schools that students and staff regard them
as school employees.
The military does not advertise what it is doing in
public schools. But for the past four years, we have
been researching those who make it their business
to closely monitor the actions of military personnel
in schools: parents, students, military veterans, and
citizens affiliated with the grassroots "counter recruitment" movement. Many of them told us that

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state education commissioners, district superintendents, school principals, and other policymakers
react with surprise at their efforts to rid schools of
the undue influence of military personnel. In fact,
most public officials are unaware of the extent of
the military's presence in education settings and
the ways in which the Pentagon can access private
data about high school students. Until now, there
has been a lack of hard data describing the extent
of military involvement in schools.
Last year, in response to a Freedom of Information Act request, the U.S. Army provided us with
documents about recruiter activities in Connecticut
high schools during the 2011-12 academic year.
The data offer only a snapshot of what recruiters for one service branch-the Army-were doing
in one state. Certain trends emerge that should be
of concern to educators and parents everywhere,
however.
At a number of Connecticut high schools, Army
recruiters are present-in one form or another-on
a weekly basis. This kind of blanket coverage could
only be possible with the Army's enormous recruiting budget: $338 million in fiscal year 2013. In
contrast, most college recruiters do not have these
kinds of resources to be in schools with the same
regularity.

On the AP U.S. History Framework
Approaching the Past Without a Present Agenda

T

By Jeremy A. Stern
he past year's very public battle over the
College Board's new Advanced Placement U.S. History framework-the
suggested concepts and skills students
need to know for a college-level history
course-has, as they say, generated
more heat than light. Yet beneath the
overheated rhetoric, including wild accusations of anti-American indoctrination, there was a
legitimate debate to be had.
On the one hand, the board was entirely correct that
the vague, decades-old framework that preceded the 2014
version urgently needed to be replaced. The 2014 framework was also meant to accompany a heavily reconceptualized AP exam, commendably focused on historical
comprehension rather than rote memorization. The new
instructor's guide and framework aimed to clarify the key
concepts that would appear on the exam, freeing teachers
from a draining "better memorize everything in the textbook" approach. Too many critics failed to consider what
the framework actually was and what it was for, and attacked it for failing to list famous names and events, as if
it were a detailed and prescriptive curriculum.
On the other hand, the 2014 framework's content summary was properly criticized for a tendentious and overly
judgmental approach to history. While much coverage of
the subject was perfectly sound, too much seemed to urge
condemnation of the past for failure to live up to presentday moral standards.
To its considerable credit, the College Board took substantive critiques very seriously. The board would normally release small further revisions, based on teacher

input, after the new document's first year in use. But in
the summer of 2014, it announced an unprecedented
open-comment period: Instead of issuing a minor 2015
revision based solely on AP teacher feedback, the board
would undertake a major redrafting based on input from
all interested parties. The much-revised 2015 version, released in late July, is the result of this serious attention to
criticism, and the board's commendable desire to produce
the best and most useful framework possible.
I am on record, in print and online, as a critic of the
2014 framework's biased tone. Last year, I participated
in a meeting with College Board representatives at the
Thomas B. Fordham Institute in Washington (at which
the open-comment period was first proposed). Afterwards,
I was asked to submit a detailed critique. My concerns
were substantially addressed in the first wave of revisions, and I was brought in as a formal consultant during
the final revision process this past spring.
Inevitably, I still have quibbles with content items here
and there-points I think could be clearer, broader, or better-focused. But my major concerns with the 2014 version
have been thoroughly addressed in the 2015 revision.
The first version drew fire mainly from the right, drawing accusations of anti-American bias-and the 2014 version's presentism did too often give such an impression.
Now, inevitably, some on the left have accused the College
Board of caving to political pressure and returning to archaic flag-waving "triumphalism." Before the new version
was even released, Newsweek, responding to a document
its staff had not yet even seen, sought to set the narrative, declaring that the revision "emphasizes American
exceptionalism." (The term "American exceptionalism,"
which did not appear in the 2014 version, now does in the
revision-once, last on a list of general concepts relating

20 | EDUCATION WEEK | October 28, 2015 | www.edweek.org/go/commentary

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"

The clear purpose was to strive for balanced
and neutral coverage, not to replace one bias
with another."


http://www.edweek.org/go/commentary

Education Week - October 28, 2015

Table of Contents for the Digital Edition of Education Week - October 28, 2015

Education Week - October 28, 2015
Study Paints Chaotic View of Testing
In L.A., Tensions Rise Over Teacher Investigations
DIGITAL DIRECTIONS: ‘Ephemeral’ Apps Put School Leaders in Tricky Spots
Unequal Access to Advanced Classes Targeted
Fighting Subtle Bias
Contents
News in Brief
Report Roundup
Oak Foundation Aiding Those With ‘Learning Differences’
Long-Term Study to Track Adolescent Brain Development
Blogs of the Week
In Minneapolis, a Targeted Effort To Bolster Black Boys
School-Parent Linkages Chip Away at Cultural Barriers
Fate of Programs Complicates Path To ESEA Compromise
Some School Choice Backers Tepid On Title I Portability Proposal
State Chiefs Look to Montana For Ways to Meet the Needs Of Native American Students
Signs Point to Increase in High School Graduation Rates
Blogs of the Week
SETH KERSHNER & SCOTT HARDING: Do Military Recruiters Belong in Schools?
JEREMY A. STERN: On the AP U.S. History Framework
Unearthing the Humanity Beneath Stereotypes
Letters
TopSchoolJobs Recruitment Marketplace
JOHN HATTIE: The Effective Use of Testing: What the Research Says
Education Week - October 28, 2015 - Fighting Subtle Bias
Education Week - October 28, 2015 - 2
Education Week - October 28, 2015 - Contents
Education Week - October 28, 2015 - News in Brief
Education Week - October 28, 2015 - Report Roundup
Education Week - October 28, 2015 - Oak Foundation Aiding Those With ‘Learning Differences’
Education Week - October 28, 2015 - Long-Term Study to Track Adolescent Brain Development
Education Week - October 28, 2015 - Blogs of the Week
Education Week - October 28, 2015 - 9
Education Week - October 28, 2015 - 10
Education Week - October 28, 2015 - 11
Education Week - October 28, 2015 - 12
Education Week - October 28, 2015 - 13
Education Week - October 28, 2015 - In Minneapolis, a Targeted Effort To Bolster Black Boys
Education Week - October 28, 2015 - School-Parent Linkages Chip Away at Cultural Barriers
Education Week - October 28, 2015 - State Chiefs Look to Montana For Ways to Meet the Needs Of Native American Students
Education Week - October 28, 2015 - 17
Education Week - October 28, 2015 - Blogs of the Week
Education Week - October 28, 2015 - 19
Education Week - October 28, 2015 - JEREMY A. STERN: On the AP U.S. History Framework
Education Week - October 28, 2015 - Unearthing the Humanity Beneath Stereotypes
Education Week - October 28, 2015 - Letters
Education Week - October 28, 2015 - 23
Education Week - October 28, 2015 - 24
Education Week - October 28, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - October 28, 2015 - 26
Education Week - October 28, 2015 - 27
Education Week - October 28, 2015 - JOHN HATTIE: The Effective Use of Testing: What the Research Says
Education Week - October 28, 2015 - CT1
Education Week - October 28, 2015 - CT2
Education Week - October 28, 2015 - CT3
Education Week - October 28, 2015 - CT4
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