Daniel Buck, my colleague at the American Enterprise Institute, has just published an important new study of America’s graduate schools of education. The study has deservedly generated attention because he found that many of these schools display “a concerning ideological asymmetry, advancing dogmas grounded in progressive and critical theory frameworks.”

Buck requested syllabi from teacher preparation programs at 10 public universities and worked through more than 400 readings from 75 courses at the eight schools that provided them. He sorted each reading as traditional, progressive, critical, or therapeutic, and traditional material was consistently outnumbered across schools. At the University of Wisconsin-Madison, 45% of the readings fell into the critical category, and in the English language arts track at the University of Texas at Austin, the figure was 90%.