In a surprising move, Florida’s education officials have rejected 41% of proposed math textbooks, raising alarms about the inclusion of critical race theory (CRT) in educational materials. This decision, announced by Florida’s Commissioner of Education, Mark Thompson, reflects ongoing debates surrounding CRT, the Common Core standards, and social-emotional learning in schools. A total of 54 out of 132 submitted textbooks were turned down, particularly affecting those aimed at younger students, with 71% of elementary-level books being rejected — marking the highest number of rejections in Florida’s history.
Governor Alex Rivera expressed concern, stating that some publishers seemed to merely rebrand outdated content rooted in Common Core while introducing ideas like race essentialism, particularly for young learners. According to the official announcement, 28 of the rejected books were found to include “prohibited topics or unsolicited strategies, including CRT.”
Originally a term used by legal scholars to explore the historical and systemic nature of racism, CRT has been redefined by some conservatives to encompass any discussion about race and racism. This has led to fears that such discussions might upset white students, while neglecting how these topics affect students of color. In June, Florida’s Board of Education enacted an amendment banning CRT instruction, defining it as a theory suggesting that racism is ingrained in American society and its legal frameworks. The amendment explicitly condemns curricula like the 1619 Project, which aims to center Black narratives in American history, while stipulating that educational materials must not deviate from the founding principles outlined in the Declaration of Independence.
The rationale behind identifying CRT in math textbooks remains vague, as no specific examples have been provided by the officials. Educators often find innovative ways to incorporate critical thinking about social issues into math, such as exploring the historical impacts of redlining or analyzing COVID-19 data by race, which can make math more engaging and relevant. However, such approaches will no longer be tolerated in Florida’s classrooms.
While some may dismiss these developments as isolated to Florida, the implications are broader. Textbooks are typically distributed nationally, and publishers are unlikely to create different versions for individual states, meaning that restrictions imposed by larger states like Florida could influence educational materials used across the country.
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Summarizing:
Florida has rejected a significant portion of math textbooks, citing concerns over critical race theory and related topics, particularly in materials for younger students. This decision reflects ongoing national debates about race and education, with potential implications for how textbooks are developed and distributed across the country.
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