Curriculum wars: A critical policy analysis of K-12 critical race theory bills in state legislatures in the United States

Abstract

The 2017 inauguration of Donald J. Trump sparked polarizing policies, notably Executive Order 13950’s stance on “combating race and sex stereotyping.” Using critical policy analysis, we examined 290 state legislature bills from 2017–2022 to compare strategies affecting discussions on racism, bias, and contributions of racial or ethnic groups in public K-12 education. We explored how state-level policymakers wielded power through legislative policy framing and the redistribution of knowledge and resources. Although most bills (74.6%) designed to restrict these discussions failed, were withdrawn, or expired, legislators notably used them to hinder open discourse in educational settings. Our comparative analysis identified only 12 formally introduced legislative efforts in support of these discussions, contrasted with 278 restrictive bills. This orchestrated effort, primarily driven by well-funded, far-right conservative noneducators, may not align with broader public sentiment. Our analysis underscores the urgent need for practice, policy, and research recommendations to counter this ongoing political campaign and ensure equitable and inclusive education for all.