Report antisemitic incidents in your school to help make sure that administrators and decision makers know what's happening under their watch. It's the only way to ensure they're held accountable. TRACKING INCIDENTS IS THE FIRST STEP TO ENSURING they NEVER HAPPEn AGAIN Incident Tracking: PeerK12 in Collaboration with StopHateInSchools.org The only way we can keep the decision makers and administrators accountable for ensuring antisemitism and Jew-hatred are kept OUT of K-12 is to have accurate data and information about the incidents happening under their watch. Please submit an incident report - even if you think what happened "wasn't that big of a deal" - all incidents show the patterns of institutionalized and normalized Jew-hatred. 100% confidentiality guaranteed Antisemitism and anti-Jewish bias are widespread in schools. And that's hurting our students. Be part of the solution. Join the many parents, educators and community leaders standing up to hate and discrimination. View Incidents by State

Understand school board candidate positions on the critical issues you care about before the elections. 2024 School Board Elections Election Day is November 5th DISCLAIMER: To the best of our abilities, we collected emails using OSINT for all candidates and sent the questionnaire on the same day with the same initial deadline. All candidates received multiple reminder emails and all candidates received notice of an extension with the opportunity to edit their responses up until the new deadline. Candidates who responded before the initial deadline are noted with an asterisk*. Don't know which district is yours? Click here to find out... CAJON VALLEY UNION SCHOOL DISTRICT AREA 3 CHULA VISTA ELEMENTARY SCHOOL DISTRICT Seat 4 DEL MAR UNION SCHOOL DISTRICT pick two ENCINITAS UNION SCHOOL DISTRICT PICK TWO OCEANSIDE UNIFIED SCHOOL DISTRICt area 5 POWAY UNIFIED SCHOOL DISTRICT area e RANCHO SANTA FE ELEMENTARY SCHOOL DISTRICT pick three SAN DIEGUITO UNION HIGH SCHOOL DISTRICT AREA 4 SURVEYS RECEIVED AFTER THE DEADLINE CAJON VALLEY UNION SCHOOL DISTRICT AREA 5 DEL MAR UNION SCHOOL DISTRICT SHORT TERM ENCINITAS UNION SCHOOL DISTRICT SHORT TERM OCEANSIDE UNIFIED SCHOOL DISTRICt area 2 POWAY UNIFIED SCHOOL DISTRICT area a RAMONA CITY UNIFIED SCHOOL DISTRICT area 3 SAN DIEGO UNIFIED SCHOOL DISTRICT area a SOUTH BAY UNION SCHOOL DISTRICT area 4

Check out the PeerK12 Events page — see our upcoming webinars, briefings, workshops and community gatherings (or browse our archive of past events) focused on Jewish civil-rights in K-12, antisemitism awareness, curriculum review, and educator/parent engagement. Stay up to date on how you can learn, engage, and take action. UPCOMING EVENTS No events at the moment past events Ethnic Studies Workshop Sat, Sep 20 PARENT POWER: Depoliticizing the Curriculum Wed, Sep 10 CAJA United with Israel and Against Antisemitism Sun, Sep 07 Learn more ICAN & PeerK12 Exclusive Briefing for Parents & Educators: Israel’s Operation Against the Islamic Republic of Iran Thu, Jun 19 Past Event Details Asian American Parent Alliance of San Diego Annual Conference Sat, May 24 Past Event Details California’s First K-12 Antisemitism Hearing — Live STOP THE TAPE! Breakdown Tue, May 20 Past Event Details Load More

STATE EDUCATION CODES & PROTECTIONS California Tony Thurmond Yes Read More Massachusettes Read More Washington Read More Pennsylvania Read More Illinois Read More New York Read More Tony Thurmond

Explore PeerK12’s Resource Center - a comprehensive hub for blogs, research, videos, ethnic-studies analyses, Holocaust and Jewish-heritage education, action alerts, and educational tools to help parents, educators, and students navigate K–12 school policy, antisemitism, and curriculum issues. Welcome to our LEARNING CENTER Resources News Podcasts Blog ETHNIC STUDIES research & REPORTS VIDEO COLLECTIONS HOLOCAUST REMEMBRANCE COMMEMORATE OCT 7TH Petitions & ACTION ALERTS Jewish American Heritage Month Scholarship funds awarded to San Diego students PeerK12 proudly partnered with RUTH (Remember Us The Holocaust) Museum Exhibit for a special event in La Jolla to present our Jewish American Heritage Month Student Contest Winners with their scholarship awards on June 9, 2026. Mazal Tov to all our winners! Learn More Is the San Dieguito Union High School District (SDUHSD) System Officially Broken? Is the San Dieguito Union High School District (SDUHSD) Officially Broken? PEER K12 Sep 21, 2025 CA AB 715: Governor Newsom Signs Antisemitism "Civil Rights" Bill That Protects Absolutely No One What began as a promising civil-rights bill to protect Jewish and Israeli-American students in California’s public schools has been gutted beyond recognition. Nicole Bernstein Oct 9, 2025 To Protect Zionism, We Must Reject Ethnic Studies We cannot protect Jewish students while endorsing a curriculum that teaches others to hate Jews. And we cannot defend Zionism while legitimizing an ideology that slanders it as oppression. Nicole Bernstein May 20, 2025 1 2 3 4 PeerK12 OpEds & Blogs PeerK12 Webinars & Podcasts PeerK12 Webinars & Podcasts Play Video Play Video 01:27:11 California’s Antisemitism Bill Explained plus Hostages Release Breaking News In this episode of The Israeli-American Podcast, we begin with breaking news — President Trump’s newly brokered agreement to free Israeli hostages held by Hamas terrorists. We examine what’s known about the deal’s first phase, its implications for Israel’s security and deterrence, and how it underscores renewed American leadership in the Middle East. Then we turn to California, where Governor Gavin Newsom has signed AB 715, legislation originally introduced to combat antisemitism and anti-Israeli discrimination in public schools. While we appreciate the bill’s intent, ICAN remains deeply concerned that lawmakers stripped the legislation of real enforcement power before passage. During the September 10 Senate Education Committee hearing, legislators removed the antisemitism definition, investigative authority, and civil-rights enforcement mechanisms, leaving only a coordinator who can provide “technical assistance” but no authority to investigate or enforce protections. We break down what this means for Jewish and Israeli-American students, how AB 715 was positioned as legislative cover for advancing the Ethnic Studies mandate, and why ICAN is urging Californians to stay engaged ahead of the 2026 legislative session. Governor Newsom has already promised follow-up legislation — and ICAN will work to ensure it delivers real accountability and genuine protections, not symbolic politics. Play Video Play Video 01:02:13 PARENT POWER: Depoliticizing the Curriculum Moderator: Mika Hackner, Director of Research, NAVI Panelists: Tamar Caspi, PeerK12; Kofi Montzka, Attorney and Laura Zhiss, co-founder of SHIELD (Supporting Honest Instruction & Equitable Learning for our Diaspora) Across the country, curricular standards are increasingly embedding politicized content that portrays America and the West as inherently oppressive. Under the banner of ethnic studies and related labels, activist networks are advancing political activism in the K-12 classroom, shutting out dissenting views and undermining student learning. Learn what you can do to counter the politicization of education and advocate for a renewed focus on academics, critical thinking, and civic development in your local schools. Play Video Play Video 01:59:20 PeerK12 Advocacy after October 7th w/ Nicole Bernstein & Tamar Caspi [Part 2] In this episode Tamar Caspi and Nicole Bernstein discuss the aftermath of the October 7th attacks and the surge of antisemitism in K-12 schools. They share their experiences mobilizing parents and educators to combat hate, the challenges of school responses, and the role of social media in spreading antisemitic sentiments. The conversation highlights the need for strategic political and legal actions to protect Jewish civil rights in educational settings. Chapters 00:00 Introduction to PeerK12 and Recent Events 01:11 The Impact of October 7th on Jewish Students 05:04 Mobilizing Against Antisemitism in Schools 10:09 The Challenge of School Responses to Hate 12:04 The Role of Social Media in Antisemitism 16:26 Confronting Hate Speech and Accountability 23:21 Strategic Responses to Antisemitism 29:49 The Broader Implications of Indoctrination 35:45 Political and Legal Strategies for Change 41:22 Building a Cohesive Strategy Against Antisemitism About PeerK12 Co‑founders of PeerK12: Partnering with Nicole Bernstein, Tamar co‑founded the organization in 2021. PeerK12 works to counteract institutionalized Jew-hatred in K‑12 education by mobilizing communities for legal protections, policy reform, and curriculum transparency. Website -https://www.peerk12.org/ Keywords #PeerK12, #antisemitism, #ethnicstudies, #Jewisheducation, #communityactivism, #AB101, #Jewishidentity, #educationpolicy, #K12schools, #Jewishhistory, #education, #antisemitism, #communityadvocacy, #schoolpolicies, #misinformation, #Jewishidentity, #ethnicstudies, #parentinvolvement, #activism, #socialjustice Play Video Play Video 01:55:31 Ethnic Studies Live Webinar 9 4 25 On September 4, 2025, Courageous Conversations about our Schools and Braver Angels hosted a "fishbowl" conversation about California's Ethnic Studies course for high school students. Four people who support the course spoke first, followed by 4 people who have concerns about it. The 8 panelists were asked to share concerns they had about their own positions. Chapters: 0:00 - 8:40 Welcome and discussion overview 8:40 - 18:15 EdSource Journalist provides background on California's Ethnic Studies Course 18:15 - 40:28 Panelists in support of Ethnic Studies 42:00 - 51:50 Q&A with panelists in support of Ethnic Studies 51:50 - 1:17:20 Panelists concerned about Ethnic Studies 1:17:20 - 1:34:25 Q&A with panelists concerned about Ethnic Studies 1:34:25 - 1:53:50 - Takeaways from panelists 1:53:50 - 1:55:31 - Acknowledgements and closing comments Note: Audience members submitted their takeaways in the chat window. Those comments and additional information about this event are available at www.schoolconversations.org/ethnic-studies-event. Play Video Play Video 01:50:26 PeerK12 Moms Fight for Jewish Civil Rights w/ Nicole Bernstein & Tamar Caspi [Ep 5 Part 1] Nicole Bernstein & Tamar Caspi, co-founders of PeerK12, speak about their mission to combat Jew hatred in K-12 education. They discuss their backgrounds, the emergence of ethnic studies, and the implications of AB 101 on Jewish students. The conversation highlights the complexity of ethnic studies curriculum, the importance of community mobilization, and the need for resolutions condemning antisemitism. They also explore how current events influence activism and the experiences of antisemitism in schools, emphasizing the importance of unity within the Jewish community. The conversation delves into the challenges faced by Jewish communities in the context of education, particularly regarding the spread of misinformation and antisemitism. They discuss the importance of community mobilization, the role of parents in advocating for their children's rights, and the need for accountability within school districts. They reflect on past experiences and the lessons learned, emphasizing the necessity of proactive engagement and collaboration with other communities to address these issues effectively. About PeerK12 Co‑founders of PeerK12: Partnering with Nicole Bernstein, Tamar co‑founded the organization in 2021. PeerK12 works to counteract institutionalized Jew-hatred in K‑12 education by mobilizing communities for legal protections, policy reform, and curriculum transparency. Website -https://www.peerk12.org/ Chapters 00:00 Introduction to Peer K12 and Its Mission 09:57 The Emergence of Ethnic Studies and Its Implications 19:06 The Controversy Surrounding AB 101 26:00 The Role of the Liberated Ethnic Studies Consortium 34:00 Real-Life Impacts of Antisemitism in Schools 39:58 Mobilizing the Community Against Antisemitism 43:15 The Importance of Nuanced Resolutions Against Antisemitism 44:39 Community Response to Antisemitism in Schools 46:51 Inclusion of Jewish Heritage in Education 49:10 Understanding Anti-Zionism and Its Implications 50:19 The Role of Student Advocacy in School Policies 54:18 The Impact of Immigrant Values on Community Support 57:10 The Complexity of Jewish Identity and Community Dynamics 01:01:11 The Challenge of Addressing Antisemitism in Education 01:06:22 The Need for Jewish Community Self-Care 01:09:07 The Role of Parents in Combating Antisemitism 01:13:05 Case Study: Addressing Classroom Incidents of Antisemitism 01:20:28 The Principle of Accountability 01:21:49 Going Public for Change 01:23:10 Navigating School Board Procedures 01:24:59 Community Support and Solidarity 01:26:12 Mobilizing Diverse Communities 01:28:04 The Power of Collective Action 01:29:19 Activating Parental Involvement 01:30:47 The Role of Transparency in Education 01:32:35 Curriculum and Accountability 01:34:29 Consequences of Inaction 01:35:18 The Importance of Community Engagement 01:39:15 Lessons from the Past 01:40:53 Ongoing Advocacy and Support 01:45:01 Challenges with Legacy Organizations 01:47:38 The Need for a New Approach #PeerK12, #antisemitism, #ethnicstudies, #Jewisheducation, #communityactivism, #AB101, #Jewishidentity, #educationpolicy, #K12schools, #Jewishhistory, #education, #antisemitism, #communityadvocacy, #schoolpolicies, #misinformation, #Jewishidentity, #ethnicstudies, #parentinvolvement, #activism, #socialjustice Play Video Play Video 01:25:23 Exclusive Briefing for Parents & Educators: Israel’s Operation Against the Islamic Republic of Iran Join ICAN for an urgent community briefing on the latest developments regarding Israel's operation against Iran. Specifically tailored for parents, educators, and school board members, this session will provide essential information, expert insights, and practical tools for navigating discussions in schools and homes. Ensure you're informed, prepared, and equipped to support our students during this critical time. Play Video Play Video 06:44 CTA oppose efforts to stop their hate speech in classrooms Dillon Hosier and Nicole Bernstein break down the bizarre rational behind why the California Teachers Association (CTA) - represented here by an LA Unified elementary school teacher and infamous UTLA (extreme anti-Israel activists), David Goldberg (a JINO - Jew In Name Only) - opposes CA AB 715 - a bill that aims to protect Jewish students in K-12 from unlawful discrimination, hate speech, intimidation, harrassment, etc. due to their religion or national origin. Play Video Play Video 07:38 School Board Association Opposition to Accountability Dillon Hosier and Nicole Bernstein break down the insanity behind why the California School Boards Association (CSBA) - represented here by their lobbyist, Carlos Machado - opposes CA AB 715 - a bill that aims to protect Jewish students in K-12 from unlawful discrimination due to their religion or national origin. Our Trusted Partners To play, press and hold the enter key. To stop, release the enter key.

October 27, 2021 San Diego School District Commits to ‘Fighting Antisemitism,’ Citing Rise in Hate Crimes Dion J. Pierre The San Diego Unified School District (SDUSD) adopted a resolution Tuesday denouncing antisemitism and promoting education about the Holocaust, citing a rise in recent years in anti-Jewish harassment on its campuses. Originally Posted In: https://www.algemeiner.com/2021/10/27/san-diego-school-district-commits-to-fighting-antisemitism-after-debate-citing-rise-in-hate-crimes/ < Back The San Diego Unified School District (SDUSD) adopted a resolution Tuesday denouncing antisemitism and promoting education about the Holocaust, citing a rise in recent years in anti-Jewish harassment on its campuses. “The Board of Education denounces the rise in antisemitic rhetoric and hate-motivated crimes and incidents that denigrate Jewish students and staff in the communities served by SDUSD,” said the resolution, passed at Tuesday night’s board meeting. It also “affirms the rights” of Jewish students, staff and families to work to revise school materials “to ensure they are inclusive and reflective of best practices and the full diversity of Jewish people including those in California and San Diego.” The second largest district in the state, SDUSD serves over 120,000 students from pre-school through 12th grade. Jewish groups cheered the resolution’s passage, with the local Anti-Defamation League office calling it “an important message to the community that antisemitism has no place in our schools.” “With the rise of antisemitism across the country, SDUSD and other school districts cannot ignore the reality that Jewish communities face. According to the FBI’s most recent hate crimes report, 57 percent of reported religious-based crimes were directed against Jews — even though Jews make up only 2 percent of the country’s population,” Kelsey Greenberg Young, ADL San Diego Education Director, told The Algemeiner. “While the purpose of this Resolution is to demonstrate that SDUSD is committed to fighting antisemitism and all forms of hate, there are those who attempt to wield forums like these as a political tool in advancing the agenda of fringe activists who sought to derail the true intent of the Resolution, which is to ensure safe and welcoming classrooms for our students,” Greenberg Young commented. The heated debate at Tuesday’s board meeting included testimony from Jewish students, according to a local CBS affiliate report, including one current student who told of seeing posters at school that “labeled Jews ‘colonizers.'” An opponent of the measure who also spoke charged the district with working with “proven Islamophobic organizations.” The resolution specifically rejected the notion “that Jewish students or the Jewish population are somehow responsible for the Israeli-Palestinian conflict.” It also directs the district’s Superintendent to work with Jewish groups and the recently-created Governor’s Council on Holocaust and Genocide Education, to develop and promote a speaker’s bureau on genocide. Previous Next

May 8, 2026 Legal challenge to SFUSD ‘Voices’ hits Mayor Lurie Liz Le Friends of Lowell Foundation (FOLF) formally requested a meeting with Mayor Daniel Lurie and senior City Hall officials, citing alleged violations of the California Brown Act in the San Francisco Unified School District’s (SFUSD) adoption of the controversial “Voices: An Ethnic Studies Survey” curriculum. Originally Posted In: https://thevoicesf.org/legal-challenge-to-sfusd-voices-hits-mayor-lurie/ < Back Friends of Lowell Foundation (FOLF) formally requested a meeting with Mayor Daniel Lurie and senior City Hall officials, citing alleged violations of the California Brown Act in the San Francisco Unified School District’s (SFUSD) adoption of the controversial “Voices : An Ethnic Studies Survey” curriculum. The legal letter , which included 53 pages of legal attachments, asserts there is “a pattern of deliberate lawbreaking at SFUSD, and it is no longer reasonably in dispute.” It seeks a discussion with the mayor, education, and policy staff, and representatives from the district attorney’s and city attorney’s offices. The request follows an earlier demand letter to the district and Board of Education, which preceded the abrupt departure of SFUSD’s legal director. FOLF board member Alisa Farenzena reiterates,“The city government sends roughly a quarter of a billion dollars per year to the SFUSD, which in return gives us ongoing budget deficits, declining enrollment, and repeated violations of California’s Brown Act. We’re asking the mayor to engage now — because, if these failures continue, the imminent public scrutiny and consequences for our students will be significant.” Although the Board of Education and Superintendent Maria Su do not report to the mayor, City Hall controls significant taxpayer funding to the school district. Friends of Lowell is urging City Hall intervention on SFUSD transparency, independent evaluation, budget stewardship, and students’ civil rights. On April 28, 2026, the Board of Education voted 6-1 to approve a roughly $7 million, five-year contract making Voices the district’s standardized, permanent high school ethnic studies curriculum. The full textbook remains unavailable, and only a hard copy is reviewable at SFUSD headquarters. Requests for on-site reviews remain restricted to short intervals during limited business hours. SFUSD paid $147,000 to the Los Angeles-based Education Leaders of Color (EdLoC) to oversee community input sessions over two Saturdays in March. The two moderators, Andrea and Ebony, introduced themselves from an organization called Social Studies Accelerator , where Andrea is also founder and entrepreneur-in-residence at EdLoC. The review committee consisted of 16 ethnic studies teachers, 15 other SFUSD educators and staff, and eight San Francisco parents. Each parent was assigned roughly to a table of four, with the other three members of the table being SFUSD employees (for example, principals, vice principals, and others). There was always an ethnic studies teacher assigned to every table. It’s unclear how the SFUSD educators were selected, but an overwhelming majority seemed familiar with the ethnic studies curriculum and were mostly in favor of it. Individual scores, from 0 to 3, were averaged out per table. Thus, a parent’s score of zero was almost always diluted when the table’s composite average was submitted. Parents were granted roughly one Sunday and five weekdays to review the Voices curriculum. It was the first time that parents had seen the full Voices textbook. Working parents faced even tighter constraints in conducting a meaningful examination. Moderators made clear from the outset that Voices was the only curriculum under consideration and that none of its content would be subject to evaluation or revision. They instructed the room to holler “content” if any feedback veered off-topic, addressed the material itself, or failed to align with the scoring criteria of a narrow, detailed four-point rubric. In the textbook’s introductory section, ninth graders are introduced to a “Power Wheel” diagram, adapted from Sylvia Duckworth’s Wheels of Power and Privilege . The wheel prompts students to identify where they stand across overlapping categories of identity, including race, sex, gender, religion, income, immigration status, and more. It explicitly frames characteristics such as White, European, cis-male, Christian, Settler, high-income, and citizen as conferring greater power and privilege, while positioning other identities as marginalized. Parents have strongly criticized the framework for presenting contested critical race theory concepts as undisputed fact, especially to incoming freshmen who have yet to complete foundational courses in U.S. history, civics, or economics. There appear to be plenty of examples of oppression in the Voices textbook, and when pressed, why there are no success stories, the counter-story response is that privileged powers permitted it as needed, high-level control remained with the powerful few. Ethnic studies is meant to foster critical thinking, but the curriculum itself presents only one side with few examples of minority success stories for analytical comparison. The review committee made clear that the Voices course embodies “liberated” ethnic studies, explicitly designed to create social justice activists, rather than conventional multicultural studies intended to expand knowledge. This orientation is consistent with comments made by an SFUSD ethnic studies teacher during the Aug. 26, 2025, Board of Education meeting, where he told a packed audience that the class aims to “create warriors,” while wearing a keffiyeh scarf. Liz Le is an entrepreneur, research strategist, 20-year San Francisco resident, poli-sci/econ maverick, and parent of two teens. Previous Next

June 10, 2026 Combat Antisemitism Movement and PeerK12 celebrate student scholarship winners of San Diego Jewish American Heritage Month Competition San Diego Union Tribune Staff Writer The Combat Antisemitism Movement (CAM) and PeerK12 concluded their 2026 San Diego Jewish American Heritage Month (JAHM) Student Scholarship Contest with a special awards ceremony held at the RUTH: Remember Us The Holocaust exhibit at the La Jolla Library on Tuesday, June 9. Originally Posted In: https://www.sandiegouniontribune.com/2026/06/10/combat-antisemitism-movement-and-peerk12-celebrate-student-scholarship-winners-of-san-diego-jewish-american-heritage-month-competition/ < Back The event brought together students, community members, and Holocaust survivor Ben Midler to celebrate the next generation of young leaders committed to preserving Jewish history and combating antisemitism through education, according to a news release. The scholarship competition invited high school juniors and seniors across San Diego County to explore Jewish American history, leadership, values, and contributions to American society through original essays and creative projects. Participants engaged with educational materials developed through a partnership between CAM, PeerK12, and the Tikvah Fund, highlighting the profound impact Jewish Americans, including those from San Diego, have made in shaping the nation’s civic, scientific, cultural, and social landscape, the news release stated. The awards presentation took place alongside a talk by Midler, who turns 98 later this month, and whose testimony served as a powerful reminder of the importance of safeguarding historical memory and ensuring that future generations are taught both the dangers of antisemitism and the contributions of Jewish communities to American life. “Education remains among the strongest tools for countering antisemitism and building bridges,” said Sacha Roytman, chief executive officer of the Combat Antisemitism Movement (CAM), in the news release. “The enthusiasm and thoughtfulness shown by these students is deeply encouraging and reflects a sincere commitment to learning about Jewish American heritage and understanding its enduring impact on the United States as it celebrates its 250th anniversary. From past scholarship contests in Virginia and Iowa, and now San Diego, as well as other educational initiatives, CAM is committed to creating meaningful opportunities for young Americans of all backgrounds to engage with history, become more informed citizens, and stand in solidarity with the Jewish people.” Tamar Caspi, co-founder of PeerK12, emphasized the importance of integrating Jewish American history into mainstream education. “One of the most effective ways to combat antisemitism is to ensure that Jewish stories, experiences, and contributions are included as a normal and essential part of K-12 education,” said Caspi in the news release. “When students learn about Jewish Americans alongside other communities that helped build this country, it humanizes Jewish identity, breaks down stereotypes, and creates a stronger foundation for mutual understanding. Jewish American history is American history, and every student deserves the opportunity to learn it.” The event honored several outstanding student submissions, including: Isabel Vann, who created multiple original poems celebrating the life and legacy of Jonas Salk, weaving together Jewish values, scientific innovation, and San Diego history through creative and deeply researched literary works. She graduated from Canyon Crest Academy and is attending Indiana University in the fall. Abigail Weisman, whose essay examined the civic leadership of San Diego Sheriff Bill Kolender and Supreme Court Justice Ruth Bader Ginsburg, connecting their achievements to Jewish values of tikkun olam, chesed, and the pursuit of justice. She graduated from Del Norte High School and is attending UC Berkeley in the fall. Jack Norman, whose essay highlighted Senator Joe Lieberman’s leadership in the repeal of the “Don’t Ask, Don’t Tell” policy, demonstrating how Jewish values can inspire advocacy, bipartisan cooperation, and equal rights for all Americans. He graduated from Torrey Pines High School and is attending USC in the fall. The event underscored how Holocaust survivors continue to help educate young people. By connecting survivor testimony with student scholarship and creative expression, organizers emphasized the importance of linking memory with action and ensuring that the lessons of history remain relevant for future generations. This was the final event of the RUTH exhibit at the La Jolla Library, which will now relocate to the Central Library in downtown San Diego and re-open in September. Previous Next

Explore PeerK12's comprehensive resources on Ethnic Studies in K-12 education. Understand its ideological origins, potential impacts, and learn how communities can advocate effectively protect their students from radical ideologies, ensure transparency in their school districts, and provide unbiased curriculum for their children. Ethnic Studies in K-12: What’s Really Happening & Why It Matters Ethnic Studies is being introduced into classrooms across the country; often without transparency, oversight, or accountability. At PeerK12, we’ve been on the front lines of this issue - supporting families, exposing harmful curriculum, and holding school systems accountable. We don’t just explain the problem. We help you understand it, challenge it, and stop it. Ethnic studies isn't about education - it's about politics. The goal of 'authentic ' and 'real ' ethnic studies is to 're-educate students away from traditional American values (Judeo-Christian ) and into becoming Marxist-style socialists . Real 'authentic' Ethnic Studies is about changing the entire value system of American students. They achieve this by teaching students to reject everything America stands for: democracy , free speech, capitalism, individual choice, and pluralism . Isn’t Ethnic Studies Supposed to Be a Good Thing? Underneath language meant to inspire - equity, inclusion, 'teach real history' - is a dangerous framework rooted in anti-American activism, marxist ideology, and divisive political outcomes. Much like Eugenics before it, ethnic studies was carefully crafted as a political tool. Ethnic Studies grew out of the 1968 Third World Liberation Front movement, and it was designed to reimagine education through a lens of power , identity , and systemic oppression . Those terms are all taken from Karl Marx's "The Communist Manifesto" - and they've been repackaged into ethnic studies and designed to re-educate students across America to reject traditional American values: democracy, a free marketplace of ideas (capitalism), and a merit-based work ethnic. Start at the Beginning: The Ethnic Studies "Origin Story" Discover hidden connections between historical activism, controversial educational mandates, and today’s fierce ideological battles unfolding inside classrooms nationwide. After you see this video, you'll understand precisely how concepts such as intersectionality, decolonization, land acknowledgements, and dismantling systems of power have quietly reshaped curricula -and why this matters profoundly, even if you don't have kids currently attending K-12 schools. Real World Impact What’s Happening in Schools Right Now: Curriculum is being approved with little to no transparency Districts are creating their own content with no oversight Classrooms are becoming politicized Students are being divided - not unified When ideology replaces education, students feel targeted or silenced, classrooms become divisive, and trust in schools breaks down - which results in dozens of formal complaints and lawsuits being filed just to ensure Jewish civil rights are protected. PeerK12 can help navigate through all of this - you don't have to try and deal with this alone. Click arrows or play button to scroll through real world examples of ethnic studies PhD 'experts' and their social media, lessons, trainings, mobilizations, legislative action alerts etc. Incidents in K-12 Collection - click to enlarge images Portland Teachers Union December 2023 ARE (Association of Raza Educators) San Diego - Ceasefire Now - rally at Jimmy Gomez' office Incidents in K-12 Collection - click to enlarge images 1/61 What’s happening in schools right now? Growing concerns from families and educators include: Politicized classroom environments Lack of parental visibility into curriculum Classroom lessons dividing students along racial identity lines Documented incidents of bias and discrimination - including antisemitism This isn’t hypothetical. We’re seeing the real-world impact play out in classrooms every day. Our Analysis Covers: California ethnic studies legislation (AB 101, AB 1468 , AB 715 ) Curriculum breakdowns and red flags Real cases impacting students and families We provide real insight from the front lines and advocate for Jewish civil rights at the State level, where the most important laws, ed code and curriculum decisions are made. PeerK12 is tracking this issue at every level: education policy, classrooms, and real-world incidents. Ethnic Studies in California: Litigation & Complaint Tracker Litigation Tracker California Department of Education Federal Office of Civil Rights Jewish Parents v. Sequoia Union High School District | MAY 2026 California Department of Ed v. Oakland USD | MARCH 2026 Jewish Families vs State of California & California Dept. of Education | FEB 2026 Hayward Unified School District | NOV 2025 Berkeley USD | SEPT 2025 Palo Alto USD | JULY 2025 Los Angeles USD | DEC 2024 (Dismissed, On Appeal) Sequoia Union High School District | NOV 2024 University Prep Academy (San Jose charter school) | OCT 2024 Santa Ana USD | SEPT 2023 Mountain View-Los Altos UHSD | JUL 2023 Ethnic Studies All Categories Play Video Play Video 04:37 UNDERSTANDING ETHNIC STUDIES IN 5 MINUTES OR LESS Hey Everyone, I finally made a short explainer video onto the subject of Liberated Ethnic Studies. This is a good one to share with friends who don't see the concern. Please like share and if you haven't subscribe! All of the in-depth videos are on the live page. The subject is heavy and nearly every parental advocate is covering it because it is that urgent. Music Ben Sound License code: O0CETJWKOQ7YK6GO Play Video Play Video 13:13 Ethnic Studies: Education or Indoctrination? California is proposing a mandatory ethnic studies class that is so far-left, that even California’s liberal media are expressing concern. It will teach California high school students that capitalism is an oppressive system akin to white supremacy, and word like Misogynoir, Positionalities, and cis-hetero-patriarchy. And YouTube decided to instantly demonetize this episode before it had a title, tag, description, or was even made public. I wonder what Google felt was too controversial? How did the bots read this episode? SUPPORT US: Patreon.......►https://www.patreon.com/americauncovered SOCIAL: Facebook...► https://www.facebook.com/America-Uncovered-1819821761677650/ Instagram..► https://www.instagram.com/chinauncensored Twitter........► https://twitter.com/USUncovered us news red pill gender equality president trump political news Play Video Play Video 02:06 Mother Testifies Against Ethnic Studies Bill: “Not Everything That Sounds Good IS Good” Kofi Montzka, a Minnesotan attorney and mother of three, testified against H.F. 1269 on March 21, 2023. "We used to have a race-based system. We got rid of it, and now you all are trying to bring it back.” For more information on this legislation and how to contact your legislators, go to www.americanexperiment.org/bait-and-switch/ Play Video Play Video 05:40 What Students REALLY Learn in Ethnic Studies Classes? Curious about what students REALLY learn in ethnic studies classes? Watch this video to find out the eye-opening insights shared by students themselves! What Students REALLY Learn in Ethnic Studies Classes? Play Video Play Video 02:31:03 California Forum on Ethnic Studies in Public Schools Are ethnic studies classes giving students a broader perspective—or pushing ideological agendas? The California Forum on Ethnic Studies in Public Schools is your chance to speak up. This live-streamed, citizen-hearing style event brings students, parents, and educators together to share their real-world experiences—directly with policymakers—fostering honest dialogue about what’s happening in classrooms across California. Join us as we tackle the tough questions: 🔹 Are ethnic studies courses meeting ed code standards? 🔹 How can we keep education free from political bias and discrimination? 🔹 What should parents, teachers, and lawmakers do next? This is your opportunity to take action and be heard. Whether you’re a concerned parent, a passionate educator, or a student with firsthand experience, your voice matters. Play Video Play Video 01:15:56 Ethnic Studies: From Radical Roots to Government Mandate Join the Institute for Liberal Values with the Coalition for Empowered Education livestream discussing the problems with Liberated Ethnic Studies and what the coalition is doing about it. Play Video Play Video 01:03:07 4. Teach Ethnic Studies - The Racist Roots and History of Critical-Liberated Ethnic Studies Understand the racist roots and history of Critical-Liberated Ethnic Studies and the ideologies and structures that guide and inspire the DEI efforts in today’s educational institutions. 1. Ideological Subversion: Increase your understanding of the process of ideological subversion in social justice education. https://www.youtube.com/watch?v=ucjhIilHoYw 2. Guiding Principles: Infuse the Empowered Social Justice Guiding Principles into social justice teaching and learning. https://www.youtube.com/watch?v=jtRG3iPK8Dg 3. Standards and Resources: Use the Empowered Social Justice framework and resources to teach ethnic studies in grades 9-12. https://www.youtube.com/watch?v=rD1DD10RtIw 4. Teach Ethnic Studies: Use the Empowered Social Justice framework and resources to teach ethnic studies in grades 9-12. https://www.youtube.com/watch?v=ghES0tnAWuA Download the free Empowered Social Justice Resources and learn more: https://tinyurl.com/DrLeeESJR Play Video Play Video 01:08:11 1. Ideological Subversion: Empowered Social Justice Resources Video Series about the Empowered Social Justice Resources: 1. Ideological Subversion: Increase your understanding of the process of ideological subversion in social justice education. https://www.youtube.com/watch?v=ucjhIilHoYw 2. Guiding Principles: Infuse the Empowered Social Justice Guiding Principles into social justice teaching and learning. https://www.youtube.com/watch?v=jtRG3iPK8Dg 3. Standards and Resources: Use the Empowered Social Justice framework and resources to teach ethnic studies in grades 9-12. https://www.youtube.com/watch?v=rD1DD10RtIw 4. Teach Ethnic Studies: Use the Empowered Social Justice framework and resources to teach ethnic studies in grades 9-12. https://www.youtube.com/watch?v=ghES0tnAWuA Download the free Empowered Social Justice Resources and learn more: https://tinyurl.com/DrLeeESJR Ethnic Studies: Webinars & Podcasts Is the San Dieguito Union High School District (SDUHSD) System Officially Broken? Is the San Dieguito Union High School District (SDUHSD) Officially Broken? PEER K12 Sep 21, 2025 CA AB 715: Governor Newsom Signs Antisemitism "Civil Rights" Bill That Protects Absolutely No One What began as a promising civil-rights bill to protect Jewish and Israeli-American students in California’s public schools has been gutted beyond recognition. Nicole Bernstein Oct 9, 2025 To Protect Zionism, We Must Reject Ethnic Studies We cannot protect Jewish students while endorsing a curriculum that teaches others to hate Jews. And we cannot defend Zionism while legitimizing an ideology that slanders it as oppression. Nicole Bernstein May 20, 2025 1 2 3 4 PeerK12 OpEds & Blogs Frequently Asked Questions What is ethnic studies, and how is it different from multicultural education? What does CA's AB 101 entail? Is ethnic studies currently a graduation mandate in California? What are the legal requirements for ethnic studies courses? Do schools have to use the state’s model ethnic studies curriculum? Why is there so much concern about antisemitism in ethnic studies? Why did AB 1468 (ethnic studies "content standards") fail to pass the CA legislature? Who decides what gets taught in ethnic studies classes? Doesn’t California already require inclusive and diverse education? Is there effective oversight for ethnic studies courses? Submit a Question on Ethnic Studies Didn't find the answer you were looking for? Submit your question here and we will get back to you - and potentially add your question to our FAQ's to help others better understand this issue as well. First name* Last name Email* Submit Your Question* Submit

March 20, 2025 Anti-Israel ethnic studies unfunded in California - Is the fight over? | JPost Op-Ed Tamar Caspi "As parents, we expect our children’s education to promote truth, critical thinking, and understanding—not to serve as a breeding ground for political activism." Originally Posted In: https://www.jpost.com/opinion/article-846892 < Back The 2025–26 California state budget presented by Governor Gavin Newsom last month notably fails to allocate funding for Assembly Bill 101 (AB101) - yet another glaring reminder of the rushed and ill-conceived nature of the requirement for districts to offer Ethnic Studies courses. As spelled out in the bill – without funding, it is not mandated – which means districts do not need to implement it. Ethnic Studies, as it stands, is an attempt to implement a divisive, politically charged curriculum under the guise of promoting diversity. The absence of funding in this year’s budget is just one of many problems with the state’s approach to Ethnic Studies. Instead of forcing schools to implement this controversial program, we should pause the push for Ethnic Studies as a graduation requirement. Newly proposed legislation AB1468 includes the addition of standards, but the lack of oversight as to who will set those standards and who will impose those standards means the same bad actors can and likely will take over. The last time we trusted the state to create a committee of “experts,” the Governor ended up vetoing the Ethnic Studies Model Curriculum three times. Ethnic Studies Includes Anti-Israel Indoctrination The rushed rollout of the statewide Ethnic Studies model curriculum in 2019 led to a document that faced significant criticism, particularly from the Jewish community, for containing elements of antisemitism and anti-Israel sentiment. For example, “Zionism” was used in a negative context as it was associated with oppression, colonialism, and apartheid. Palestinian struggles were framed through the lens of “liberation,” which positioned Israel as an oppressive force. Further, it was an unbalanced narrative as the unique Jewish historical experiences of the Holocaust, the Jewish diaspora, and the importance of Israel to the Jewish people were excluded. Far from being a tool for unity, Ethnic Studies is a vehicle for activism, often pushing ideologies that have no place in our schools. The so-called Liberated Ethnic Studies curriculum has come under fire for promoting rhetoric that encourages students to view each other through the lens of identity politics, pitting one group against another. This type of curriculum fosters resentment and division, rather than the mutual respect that should be the foundation of any educational experience. This is not education; it’s indoctrination. And the worst part? Parents are being kept in the dark about what is being taught in these courses. In many districts, repeated requests for transparency about the content of Ethnic Studies lessons are ignored, and what we have found is deeply troubling: a curriculum full of inaccuracies, bias, and discriminatory content. This practice is a violation of AB101 (if it were funded) as well as the existing CA Education Code regarding new materials. As parents, we expect our children’s education to promote truth, critical thinking, and understanding—not to serve as a breeding ground for political activism. Yet, that’s exactly what Ethnic Studies has become. It is not teaching our children to think critically about history, culture, and society; it is teaching them to see the world through a divisive and narrow ideological lens. California’s Education Quality – 41st Out of 50 States Meanwhile, California’s public education system is already struggling. Though one of the largest in the United States, its enrollment has declined by 14% in the past decade, currently serving 5.5 million students across 9,000 schools. According to 2024 data from the US Department of Education, though California has the 5th largest economy in the world, it ranks 19th in the nation for per-pupil spending. It is ranked 41st in the country for overall educational quality, with students performing below the national average in key subjects like math and reading. As the recently released 2024 National Education Report Card showed, a full 72% of California’s 4th and 8th graders cannot read at grade level. Furthermore, according to the Public Policy Institute of California, the University of California and California State University both report that incoming students are not adequately prepared in key subjects. Rather than add yet another unfunded mandate to our struggling school system, we should focus on fostering critical thinking, mutual respect, and an understanding of our shared history within our current approved course catalog - without the political baggage that Ethnic Studies bring to the table. Previous Next

February 8, 2026 'Israelis steal kidneys': Teacher gets fired in California after sharing antisemitic video Lara Sukster Mosheyof “There’s no chance we would allow such a person to enter classrooms,” a local Israeli told N12. Originally Posted In: https://www.jpost.com/diaspora/antisemitism/article-885891?fbclid=IwZnRzaAP1t_dleHRuA2FlbQIxMQBzcnRjBmFwcF9pZAo2NjI4NTY4Mzc5AAEepWru < Back A teacher was fired in San Diego, California, after uploading an antisemitic video saying that “Israelis steal kidneys, livers, and eyes,” N12 reported on Saturday. A former member of the San Diego Unified School District in California , the teacher, identified as Nasreen Atassi, was removed from the staff after the Jewish community pressured the authorities. “There’s no chance we would allow such a person to enter classrooms,” a local Israeli told N12. According to StopAntisemitism, Atassi was a special education teacher. In the shared video, the teacher claimed that Israel “stole the protests, like they always steal from people – including body parts such as kidneys, livers, and eyes.” The declaration came as a reference to American Jews ' support for demonstrations by Iranians in the US. Jewish community responsible for official complaint In a declaration to N12, Dr. Halevi Feldman, a board member representing House of Israel – Balboa Park, shared the information that the House's community has a person responsible for collecting data regarding antisemitism cases. This source, who prefers to remain anonymous, documents the antisemitic acts and "passes them on to the relevant authorities.” Feldman noted that the community's actions were mostly responsible for getting Atassi punished. By sharing the case online, responding to posts, tagging the authorities, and sending complaints to the body employing the former teacher, the complaint against the antisemitic video ended in the firing decision. Atassi was removed from the education body less than a day from the time the video was shared online, said Feldman, explaining that "additional steps were taken behind the scenes" for it to happen. He added that the House of Israel community was not surprised to encounter the video, “We’re no longer shocked when we see things like this, but we absolutely do not intend to give up or remain silent, and certainly not to allow such a person to be part of San Diego’s education system.” Previous Next

February 26, 2026 French teacher sues UN school in New York after enduring ‘15 months of hell,’ Jew-hatred Aaron Bandler “Although the school didn’t terminate her, it was essentially constructive termination, because the environment had become so hostile that she was unable to work there,” Lauren Israelovitch, of the National Jewish Advocacy Center, told JNS. Originally Posted In: https://www.jns.org/french-teacher-sues-un-school-in-new-york-after-enduring-15-months-of-hell-jew-hatred/ < Back A Jewish woman, who taught at the United Nations International School in New York for about 30 years, is suing the school, alleging that it ignored her reports of experiencing Jew-hatred on campus and responded by subjecting her to a retaliatory investigation. Robert Weingrad told JNS that his wife, Nadine Sébag, 65, experienced “severe depression” as a result of what she experienced at the school and that she has been suffering from back and muscle issues as well as digestive problems, increased blood pressure and anxiety. “UNIS had long known about this,” he said, of his wife’s experience. Weingrad emailed school officials multiple times, including the school’s executive director, Dan Brenner, expressing concern about what his wife had endured, he said. He also attended a meeting with Sébag, Brenner and other school officials in March 2023 after he objected to her being required to attend a diversity, equity and inclusion (DEI) meeting without knowing the allegations against her, according to a lawsuit that the National Jewish Advocacy Center filed on behalf of Sébag in the New York Supreme Court on Feb. 12. The school eventually told Weingrad to stop contacting Brenner directly, which he obeyed, per the suit. “It was a very frustrating and troubling time for us, and then it remained that way to Nadine until June of 2024, the last time she was at the school,” he told JNS. “She had 15 months of hell at that school.” In 2022, Sébag, who is French and who was tenured at the school, was transferred from its Queens campus, which had closed, to its Manhattan campus, where she shared an office with two French teachers. One, Nehad Soliman, a Muslim who wears a hijab, made repeated “antisemitic and anti-French remarks grounded in long-standing, derogatory stereotypes” while sharing office space with Sébag, including that “Jews are driven by money, that Jews control UNIS and New York and that French people are inherently racist,” according to the lawsuit. On Feb. 13, 2023, Soliman put her cell phone in Sébag’s face and demanded that she respond to an “offensive” cartoon from the French satirical magazine Charlie Hebdo . When Sébag didn’t immediately respond, Soliman went “into an angry tirade regarding France’s restrictions on religious attire in public schools” and accused Sébag of objecting to her hijab, per the suit. Sébag told Soliman that she did not have an issue with the hijab but opposes women being forced “to wear religious attire against their will when men were not subject to comparable requirements,” the suit states. Soliman then filed a complaint against Sébag, accusing her of discrimination. The school subjected Sébag to an investigation that lasted more than a year, according to the suit. ‘Completely fabricated’ Lauren Israelovitch, senior litigation counsel at the National Jewish Advocacy Center, told JNS that “the most shocking aspect was the fact that Ms. Sébag worked at the school for a little over 30 years, and that the person who initially filed the complaint against her ultimately admitted that that complaint was completely fabricated in front of a number of people.” “Nonetheless, UNIS continued the investigation against her,” Israelovitch said. According to the suit, Sébag was required to attend a meeting with school administrators and Soliman in September 2023. At the meeting, Sébag asked Soliman if she had ever commented on her Islamic faith or hijab. “No,” Soliman said. Still, the probe continued. “What the person leading the investigation said was, ‘Well, yes, in her culture, sometimes “No” can mean “Yes,” and so we need to still continue the investigation,’” Israelovitch told JNS. Eeqbal Hassim is described in the lawsuit as “a multicultural educational consultant retained by UNIS from Australia” with a background in Islamic studies, and was tasked with mediating Soliman and Sébag’s dispute. “He doesn’t appear to be qualified to handle employment disputes or have any sort of credentials in employment compliance law or anything of the sort,” Israelovitch said. Another teacher at the school, Isabelle Chu, alleged to Hassim that Soliman had “expressed anger” against Sébag for being Jewish and repeatedly said that anyone who crossed her would “pay accordingly,” according to the suit. When Chu, who is not Jewish, defended Sébag’s Jewish identity, Soliman “physically assaulted” her, the suit states. Chu was among the “multiple teachers” who reported having “personally observed Ms. Soliman engage in threatening and harassing conduct” toward Sébag and others, and “they themselves had experienced similar behavior,” per the suit. Weingrad told JNS that his wife “was afraid of this woman, because this woman made it clear and said to her that ‘if anybody crosses me, I’ll make them pay.’” “My wife’s been teaching for 30 years. She lives in another world. She never heard that from another teacher. It sounded thuggish to her,” he said. He said that Sébag was new to the Manhattan campus and “didn’t want to make waves.” “She had all this going on, and she just sat on it for a while,” Weingrad said. Hassim later acknowledged that Soliman “required immediate evaluation and professional intervention,” but that never took place. Instead, she was given tenure, per the suit. Sébag sent eight complaints to the school between February 2023 and June 2024 about “antisemitic harassment and retaliation she experienced at the hands of Ms. Soliman and UNIS administrators.” All were ignored, according to the suit. ‘Fearful and isolated’ Weingrad told JNS that his wife wrote of “her fear” of Soliman in the complaints, and Sébag “was spiraling, and she was insecure and fearful and isolated.” During the investigation, a superior asked Sébag about her religion, according to Weingrad. “Just very, very crazy stuff,” he said. Due to health issues stemming from the situation, Sébag went on six months of paid leave starting in August 2024. In February 2025, she resigned, according to the suit. Israelovitch told JNS that “although the school didn’t terminate her, it was essentially constructive termination, because the environment had become so hostile that she was unable to work there.” “Ultimately, she was advised by her physician that that environment was just too toxic for her to return,” she said. Weingrad said he doesn’t think his wife would ever be comfortable teaching at the school again and is unsure if she will ever teach again at all. “She wanted to retire at age 67, not 64. That’s always been made plain to UNIS,” he said, adding that her plan was “chiefly interrupted and terminated due to what happened to her.” Weingrad and his wife are “taking it day by day.” “The suit was just filed, we’re sober about it,” he said. “We’ll see what happens.” Israelovitch told JNS that she hopes that “the school will learn from this and treat everybody in the school equally.” “When a Jewish teacher expresses concern or reports an antisemitic incident and complaint, the school should be responding, and in this case, she was completely ignored,” she said. Lupe Todd-Medina, a spokeswoman for the school, told JNS that it “stands firm against these baseless allegations.” “We are confident that this matter will be addressed through the proper legal process and that our institution’s integrity and reputation will be upheld,” Todd-Medina said. The lawsuit alleges that while the private pre-K to grade 12 school describes itself as secular, the UNIS promotes Islamic religious programming and imagery. It further states that the school maintains substantial financial ties to certain U.N. member states, including the Sultanate of Oman and the State of Qatar, and has a governance structure closely linked to them. According to the suit, the permanent representatives of Qatar and Oman serve as honorary trustees of the UNIS Board. The lawsuit states that Qatar pledged around $60 million to the school in 2023 and that Oman, by 2020, provided “cumulative support reportedly exceeding $55 million” to the educational institution. “One could certainly question, if the school is getting millions of dollars from Qatar and Oman, then could it be that it might not be pleasing to those donors if antisemitism is handled the way it ought to be,” Israelovitch told JNS. Previous Next

October 27, 2021 SWC Commends Jewish Community Parents Staff Writer Proposed Resolution Passed by San Diego Unified School District to include Anti-Semitism in its Ethnic Studies Curriculum Originally Posted In: https://wiesenthal.org/news/wc-commends-jewish-community < Back The Simon Wiesenthal Center applauds the San Diego Unified School District’s unanimous approval of a resolution which updates itsethnic studies curriculum to include anti-Semitism. The resolution, which was passed during a board meeting on Tuesday night, urged that anti-Semitism be included in all ethnic studies educationin its efforts to educate students about equity and inclusiveness. The decision comes on the heels of a recent rise in anti-Semitism and multiple incidents on campuses across San Diego. “We applaud this important victory that took place in San Diego but has national implications. All of the credit for thisbreakthrough resolution goes to local Jewish parents who drew a line against demonizing Israel and the inevitable bullying of Jewish students and teachers in San Diego schools who love Israel andare proud of their heritage. We hope that the example set by the community-based activists in San Diego will inspire Jewish parents and decent peopleeverywhere to oppose and if necessary, overturn efforts to import the Middle East conflict into the classrooms and halls of our nation’s public schools,” said Rabbi Abraham Cooper, SimonWiesenthal Center Associate Dean and Global Social Action Director. Rabbi Cooper added that it will make its educational resources available to the school district through its renowned Museum of Tolerance. For further information, please email Michele Alkin, Director of Global Communications at malkin@wiesenthal.com or Shawn Rodgers atsrodgers@wiesenthal.com , join the Center on Facebook, or follow @simonwiesenthal for news updates sent directly to your Twitter feed. The Simon Wiesenthal Center is an international Jewish human rights organization numbering over 400.000 members. Itholds consultative status at the United Nations, UNESCO, the OSCE, the Council of Europe, the OAS and the Latin American Parliament (PARLATINO). Previous Next

May 20, 2025 To Protect Zionism, We Must Reject Ethnic Studies | Algemeiner Nicole Bernstein When a movement tells you — clearly and proudly — that it opposes everything you stand for, the most self-respecting thing you can do is believe them. Originally Posted In: https://www.algemeiner.com/2025/05/20/to-protect-zionism-we-must-reject-ethnic-studies/ < Back There are two hard truths at the core of the ethnic studies mandate debate currently raging across California, which continue to generate intense division and a growing number of lawsuits. For those of us in the Jewish community, acknowledging these truths is urgent. Wherever ethnic studies — and its ideological sibling, DEI — are implemented , Jewish students have faced some of the most egregious violations of Constitutionally protected civil rights our country has experienced in recent times. The first hard truth is that to teach “authentic” ethnic studies (as its architects intended), one must categorically reject Zionism. That’s not a flaw in the system — it’s the point. The second point follows with painful clarity: you cannot fight antisemitism while embracing the very ideological framework that perpetuates it. Zionism is inseparable from the Jewish people — it is our identity, our origin story, our homeland, and our essence. And yet, across California classrooms — and increasingly across the country — Zionism is being smeared, redefined, and dismantled by the purveyors of “authentic” ethnic studies. And it’s showing up in the vast majority of school districts, classrooms, and colleges across America. Ethnic studies teaches that Zionism — and even Israel’s existence — is something to be rejected. But the vast majority of Jews worldwide believe Zionism simply means that the Jewish people have the right to live freely and safely in their own homeland. Calling Zionism “racist” isn’t education — it’s hate dressed up as justice. This isn’t a misunderstanding, or the fault of “a few bad teachers.” Hostility to Zionism is not incidental — it is central to the ethnic studies project . By its own definition , ethnic studies is not about cultural understanding. It is a radical ideological framework born out of revolutionary Marxism and the Third World Liberation Front. It’s about dismantling systems it views as oppressive — “white supremacy,” settler colonialism, and capitalism. From its inception, ethnic studies was designed to “decolonize ” the world — which in practical terms, means the dismantling of Western democracies, including the United States and Israel. This is not my interpretation. It is, nearly word-for-word, how ethnic studies scholars describe their own discipline. One ethnic studies professor, Dr. Marcelo Garzo Montalvo, describes the curriculum as rooted in a “fundamental critique of power,” with the explicit goal of “engagement” with “white supremacy, settler colonialism, racial capitalism, and other global structures of power.” He explicitly states that California’s high school ethnic studies requirement “has no other origin besides [Third World Studies] and their relevant demands.” The curriculum’s origins lie in revolutionary movements, not multicultural education. Those familiar with the origins of the Third World Liberation Front know this: Zionism was never going to be recognized as the Jewish liberation movement. Ethnic studies would never portray it as progressive, aspirational, or worthy of respect . Ironically, Zionism is the only real-world example of the very “decolonization” ethnic studies claims to pursue. And yet, rather than celebrate it, ethnic studies revives a familiar tactic: taking whatever society deems the ultimate evil and projecting it onto the Jews. That’s the danger: ethnic studies packages ancient hate as modern “social justice.” And in ethnic studies, it’s not just present — it’s institutionalized . At this point, any effort to add “balance” to ethnic studies through Holocaust education or occasional references to Sephardic Jewish diversity is utterly futile. And still, some major Jewish organizations continue to try and reform ethnic studies from within — offering feedback, drafting addendums, proposing lesson plans. Why? Out of fear, or perhaps the belief that being “at the table” means having a say? The answer is a cocktail of fear, ignorance, wishful thinking, and institutional groupthink. Many hoped ethnic studies could be tamed — turned into a tool for inclusion, maybe even used to elevate Jewish identity alongside others. They believed that by having a seat at the table, they could influence what’s on the menu. But the truth is: we were never meant to be at that table . Not as equals. Not when Zionism — central to Jewish identity — is framed as part of the problem. And so long as we continue to assert our right to self-determination in our ancestral homeland (Zionism), we will always be portrayed as the villain. The more we try to sanitize the ethnic studies movement as a plea for inclusion, the more legitimacy we give to the latest iteration of Jew-hatred that seeks to destroy us. We cannot protect Jewish students while endorsing a curriculum that teaches others to hate Jews. And we cannot defend Zionism while legitimizing an ideology that slanders it as oppression. The solution to ethnic studies is not reform, it is rejection. Zionism is the civil rights movement of the Jewish people. It deserves to be taught with truth, not twisted into a caricature. Not reduced to a slur. And if defending Zionism means standing alone, so be it. It wouldn’t be the first time. It won’t be the last. When a movement tells you — clearly and proudly — that it opposes everything you stand for, the most self-respecting thing you can do is believe them. Previous Next

April 10, 2025 California DOE finds school’s ethnic studies curriculum discriminated against Jewish students Grace Gilson A California school's ethnic studies curriculum that included discussions of Israel as a "settler colonial state" was found to have discriminated against Jewish students. Originally Posted In: https://www.jpost.com/diaspora/antisemitism/article-849595 < Back A California school’s ethnic studies curriculum that included discussions of Israel as a “settler colonial state” was found to have discriminated against Jewish students. The California Department of Education issued the ruling last Friday following an investigation into a September complaint by the Bay Area Jewish Coalition — Education and Advocacy, which is affiliated with the local Jewish federation. The advocacy group said teachers at Branham High School, in San Jose, had presented “biased” content about the Israeli-Palestinian conflict in a 12th-grade ethnic literature curriculum. What happened? The investigation into the found that a lesson discussing whether Israel is a settler colonial state and a teacher ’s response to a student presentation on the “Genocide of Palestinians” had been discriminatory to Jewish students. In the lesson, according to the state DOE ruling, the teacher showed students two videos about the Israeli-Palestinian conflict, but didn’t offer students a pro-Israel perspective. After the first video, a Vox explainer called “The Israel-Palestine conflict: a brief, simple history,” the topic of whether Israel is a “settler colonial state” was discussed, according to the report. “In this lesson, in order for the information to be unbiased, there would have needed to be a video that reflected a pro-Israel perspective,” the ruling said. “This would have encouraged students to create authentic answers regarding the questions provided in the lesson.” In another instance, a student group presented a project with a slide titled “Genocide of Palestinians.” The investigation found that the teacher in that case did not respond adequately to the presentation to ensure the classroom wasn’t “hostile” to Jewish students. “By [the teacher] not commenting on the slide regarding Palestinian genocide, it could have been interpreted by the student audience as approval of the presented thesis,” the report said. The ruling is the latest development in the yearslong fight over ethnic studies in California. The state requires that high schools teach the subject — an effort to reflect the experiences of minority communities — but a model curriculum draft in 2019 drew widespread outcry from Jewish groups. Critics said the draft included antisemitic and anti-Israel statements, and that it neglected to include the Jewish experience. Subsequent drafts also splintered the Jewish community. Some praised the revisions for including material on local Jewish communities, while others criticized them for promoting a “narrow political ideology.” Since then, Jewish watchdogs have been on alert for schools opting to use the original model curriculum, or a version of it. One Orange County school district has stopped teaching the curriculum altogether following a lawsuit alleging the district concealed its development of the material. In a February settlement, the Santa Ana Unified School District was required to stop teaching ethnic studies courses until they undergo revision. Last week, in response to critiques of California’s curriculum, the American Jewish University announced the launch of a free online course designed to fulfill the ethnic studies requirement. To correct the discrimination found in the San Jose investigation, English language arts and social studies teachers at the school will be required to do a one-hour training before the next school year, and to discuss instruction on “controversial topics” as part of their anti-bias training. Previous Next

December 11, 2023 In San Diego, controversy surrounds an antisemitic imam and his wife JNS Staff Imam Taha Hassane has justified Hamas’s Oct. 7 terror attack, while Lallia Allali [his wife and San Diego Unified School District consultant] posted an image of a Star of David decapitating babies. Originally Posted In: https://www.jns.org/in-san-diego-controversy-surrounds-an-antisemitic-imam-and-his-wife/ < Back (Dec. 11, 2023 / JNS) On Dec. 8, the Palestine, Arab and Muslim Caucus of the California Faculty Association hosted an event—listed with the California State University, San Bernardino logo—titled “Endangered Education: Teaching Palestine in Liberated K-12 Ethnic Studies.” Among the speakers at the event, for which the Council on American-Islamic Relations was listed as a co-sponsor, was Lallia Allali, whom the group listed as a doctoral candidate at the University of San Diego. Last month, Allali quit a University of San Diego position and the community advisory board of The San Diego Union-Tribune after the revelation that he had posted an image on her Facebook account of a Star of David decapitating five babies. A caption read: “The devil is killing.” The Union-Tribune, which referred to it as “a graphic and deplorable antisemitic image,” stated that “Once we had the opportunity to confirm that Allali had reposted it, we accepted her resignation and removed her from the list of board members and contributors on our website.” “This is a double blood libel, 40 Israeli babies were mass murdered, 30 Israeli children are being held hostage, and many others were murdered in southern Israel,” Rabbi Abraham Cooper, associate dean and global social action director of the Simon Wiesenthal Center, stated at the time. “This blood libel against the Jewish people would bring tears of joy to Nazi propaganda minister Joseph Goebbels,” he added. The university said in a statement that “while individuals have the right to express their views on their personal accounts, they do not reflect the views of USD’s leadership nor any official position of the university.” “In the interest of safety, Allali has decided to step away from teaching the course,” it added. “The safety of our community is the university’s top priority.” Allali is married to Imam Taha Hassane, of the Islamic Center of San Diego, “a mosque best known as the home to two 9/11 hijackers,” The Waashington Free Beacon reported. The San Diego mosque received $150,000 in federal funding on Aug. 15, the paper reported. “When people are occupied, then the resistance is justified,” Hassane said in a sermon on Oct. 20 , justifying Hamas’s Oct. 7 terror attack. “We cannot accuse somebody who is fighting for his life to be a terrorist. The terrorist is the one who started the occupation, not the one who is defending himself.” Previous Next

November 23, 2025 The Ideological Erosion of College Readiness Tamar Caspi & Sharon Ceresnie Sorkin California’s Ethnic Studies mandate, which took hold over the past five years, coincides with a sharp decline in statewide test scores for grades 3-8 and 11 in English Language Arts and math. While activists spent years crafting curricula that demonize America, Israel, Jews, and the West, students were robbed of the opportunity to master fundamentals. Originally Posted In: https://www.realcleareducation.com/articles/2025/11/23/the_ideological_erosion_of_college_readiness_1149189.html < Back A stunning new report from the University of California, San Diego documents what many educators have feared: incoming college students are less prepared than ever. This “steep decline in the academic preparedness” of incoming college students isn’t limited to advanced subjects; it’s hitting the bedrock of learning: literacy and numeracy. These are the skills upon which all higher-order thinking depends. The report points to pandemic disruptions, the removal of standardized tests like the SAT, and grade inflation masking academic weakness. But these are symptoms, not causes. The deeper problem is an ideological takeover of America’s K-12 system -- an approach that dismisses standardized tests as “products of white supremacy” and inflates grades to preserve the illusion of success. It’s an approach that relies on a teaching philosophy that promotes activism in the classroom for causes like decolonization (“down with America”) and anti-racism (solving racism with more racism), all at the expense of core academic proficiency. No one made this clearer than Cecily Myart-Cruz, head of Los Angeles’s teachers union, who said : “ It’s OK that our babies may not have learned all their times tables. They learned resilience. They learned survival. They learned critical-thinking skills. They know the difference between a riot and a protest. They know the words insurrection and coup.” California’s Ethnic Studies mandate, which took hold over the past five years, coincides with a sharp decline in statewide test scores for grades 3-8 and 11 in English Language Arts and math. While activists spent years crafting curricula that demonize America, Israel, Jews, and the West, students were robbed of the opportunity to master fundamentals. This is a cautionary tale for the rest of the country. Minnesota ’s ethnic studies mandate will take effect in 2026–27. Michigan has considered similar proposals. Nationally, ideologically-driven curricula like Rethinking Schools -- endorsed by the National Education Association, the country’s largest teachers union -- are spreading rapidly. If California’s experience is any guide, academic decline will not remain a regional problem. The irony is painful: these ideological experiments claim to uplift minority and disadvantaged students, yet they harm them most. Low-income families, English-language learners, and first-generation college aspirants suffer when schools trade core skills for political agendas. Recent research shows widening excellence gaps; even high-achieving students from disadvantaged backgrounds are falling further behind. The ripple effects are not trivial: mastery of basic mathematics is a gatekeeper for access to STEM pathways, and strong reading comprehension is essential for civic and informational literacy. A high school diploma that no longer signals readiness wastes time and money for students and the state, and it undermines social mobility. Public education’s primary duty is to teach what is demonstrably necessary for the next stage of life. If mandatory ethnic studies courses or ideologically organized curricula prevent that duty from being fulfilled, they must be rethought. The modern university and the modern high school exist in a contract: high schools certify that graduates possess the fundamentals needed to succeed in college, and colleges admit on the expectation that those fundamentals exist. But the UCSD data show that even admitted students with “acceptable” high school credentials may still lag significantly in readiness. Schools must recommit to the basics: coherent writing, mathematical reasoning, scientific analysis, and evidence-based thinking. Schools should publicly track and report not just representation goals and qualitative indicators of representation, school climate, discipline, and engagement, but also measurable growth in reading, mathematics, science attainment, and readiness for tertiary education. And inflating grades to make students look more successful than they actually are only exacerbates the problem. While there may be some inherent biases in the tools we use to measure academic success, research shows these tests are critical predictors of success in higher education. According to researchers at Brown University , while disparities do exist in standardized test outcomes, these disparities cannot be solely blamed on test biases. NAEP ’s own interpretive guidance makes clear that demographic variables correlate with scores and do not by themselves establish causality. Doing away with meaningful grades and standardized tests entirely only does a disservice to the very students the ideologues aim to lift up. We should, of course, strive to make measurement tools as unbiased as possible, but we must do this without sacrificing the ability to measure, and thereby promote, meaningful achievement. This is an educational emergency. Every American who believes in equal opportunity must resist the ideological capture of our schools. In order to lift up all students to meet their highest potential, we should be fighting against the ideological takeover in America’s K-12 system. Curricula should unite, not divide. Schools should prepare students for success based on skills, not activism. If we fail to act, we risk sacrificing an entire generation’s potential on the altar of politics. The UC San Diego report should serve as a wake-up call. Academic preparedness is not a partisan issue; it is a national imperative. If we want students to thrive, we must restore rigor, accountability, and a shared commitment to excellence. Anything less is a betrayal of the very students these ideological experiments claim to serve. Tamar Caspi is a co-founder of PeerK12, a San Diego-based grassroots movement defending Jewish civil rights. Sharon Sorkin is the Director of Community Engagement at the North American Values Institute. Previous Next

July 16, 2024 AFT to vote on controversial proposals Carl Campanile Proposals including ending US military aid to Israel, protecting pro-Palestinian protesters Originally Posted In: https://nypost.com/2024/07/16/us-news/aft-to-vote-on-controversial-proposals-including-ending-us-military-aid-to-israel-protecting-pro-palestinian-protesters/ < Back America’s second-largest teacher’s union has drafted a group of resolutions calling for the end of US military aid to Israel — and defending the anti-Israel protests that have rocked campuses across the country. The American Federation of Teachers (AFT) — which is affiliated with the United Federation of Teachers (UFT) that represents most teachers in New York City public schools — will vote on the controversial proposals at its national convention starting in Houston next Monday . One of the resolutions, which calls for a cease-fire between the Jewish State and the terror group Hamas, demands a halt to US military assistance that enables the “violent dispossession” of Palestinians. “American military cannot be used in ways that facilitate the seizure of Palestinian land, the violent dispossession of Palestinian communities and the annexation of occupied Palestinian territory,” the resolution reads. A related eyebrow-raising proposal even goes so far as suggesting the US is “enabling genocide” in Gaza. “[A]s long as Israel continues to block substantive and meaningful aid to Gaza, the AFT calls for the US to halt military aid to Israel,” it says. Another resolution calls for anti-Israel protesters to be protected — even after violent demonstrations have swept college and school campuses since Hamas’ bloody Oct. 7 attack on the Jewish State. “[T]he AFT expresses solidarity with those students, faculty and other academic workers across the United States who have faced repressive and violent crackdown of their protests in the war in Gaza,” the resolution reads. “[T]he AFT demands that campus administrators cease their campaign of threats, suspensions and expulsions against peaceful protesters and cease using law enforcement agencies to disrupt and attack them,” it continues. The proposal also defends the demonstrations as “academic freedom” and “free speech.” A coalition of pro-Israel educators swiftly condemned the resolutions as antisemitic. “These resolutions not only marginalize our Jewish students, families, and staff but also contribute to an environment of fear and hostility in our schools,” said Tova Plaut , an instructional coordinator and founder of the New York City Public School Alliance. “By targeting Zionism and falsely equating it with colonialism and racism, these resolutions promote a dangerous narrative that fuels discrimination and hatred against Jews.” Amy Leserman, chairwoman of the Los Angeles-based Educators Caucus for Israel also denounced the proposals as “blatantly bigoted.” “It is astounding that AFT leadership has allowed this, and so many other, blatantly bigoted resolutions to move forward, when they are clearly motivated by values contrary to the purpose of the AFT,” she said. Even AFT’s maligned president, Randi Weingarten — a Jew who self-identifies herself as a “progressive zionist” and whose spouse is a rabbi — has opposed resolutions supporting the boycott, divestment and sanctions movement against Israel. She co-wrote an op-ed column in April for USA Today with Karen Marder, the pro-Israel New York teacher who was forced to hide in a locked office as an angry mob tried to push its way into her classroom at Hillside High School in Jamaica in November. Many students became enraged to learn she was photographed at a vigil for the victims killed two days after Hamas’ Oct. 7 terror attac k on Israel. In a statement on Tuesday, Weingarten singled out only one resolution for support — calling for “an end to the war in Gaza and lasting peace, security and self-determination for Israel and Palestine.” Her silence on the anti-Israel resolutions signals that they will likely be defeated. “As we head into our annual convention, here’s a reminder that the AFT is a democracy where locals can submit resolutions. And they do. Plenty of them. Proposals are simply proposals unless they are considered and passed at our delegated, democratic convention,” Weingarten said in a statement on X. “I support Resolution #30 that opposes anti-Semitism and hate of any kind, and that reflects our Executive Council resolution unanimously passed in January,” she continued. “I have been clear throughout this difficult time — hate of all kinds is antithetical to the values we promote as a union and as professionals in our schools. We are a movement driven by love, not fear.” Still, pro-Israel educators slammed that resolution as well, for trying to prevent Israel from defending itself after being attacked by Hamas in a declaration of war. Resolution 30 declares that there is “no military solution to this conflict” and blames “far-right” Israeli Prime Minister Benjamin Netanyahu for “prolonging” the war. “Netanyahu has an interest in prolonging the war to escape the public scrutiny of his colossal failure to protest Israel’s citizens and his own pending criminal prosecution,” the resolution reads. “While Israel’s initial case of war — self-defense against the criminal acts of Oct. 7 — was just, the ways in which the Netanyahu government has prosecuted it — its sanctioning of indiscriminate and disproportionate violence, resulting in a massive civilian death toll — has made it unjust.” The coalition of pro-Israel educators labeled the resolution as “offensive.” “It is offensive for a union based in the United States to tell a sovereign nation how to conduct its defense and equate a democratically elected government with Hamas, a foreign terrorist organization designated as such by the US Department of State,” the group said. 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June 5, 2025 Ethnic studies course is a disaster in the making in SFUSD Carol Kocivar Should a controversial ethnic studies curriculum be mandated in the San Francisco Unified School District (SFUSD) without approval by the board of education? Originally Posted In: https://thevoicesf.org/ethnic-studies-course-is-a-disaster-in-the-making-in-sfusd/ < Back This is not a theoretical question. SFUSD is doing that right now. This is the second year the school district is forcing ninth graders to take the course without formal curriculum approval by the school board. And to add insult to injury, last year it was a required SFUSD ninth-grade course but it was not approved by the University of California as meeting the A–G requirements. A course that is not approved does not get credit toward the University of California/California State University entrance requirements. Board responsibility One of the most important responsibilities of a school board is to approve what is taught. California Education Code § 60000(c) (2022) : Instructional Materials; Legislative Intent (c) The Legislature further recognizes that the governing boards of school districts have the responsibility to establish courses of study and that they must have the ability to select instructional materials appropriate to their courses of study.[2] For several years, the board and superintendent have been treating formal board approval of this curriculum like a hot potato. The inside scoop It’s not like they have not been asked to step up. I served on the district’s Public Education Enrichment Fund board, which has funded the course to the tune of millions of dollars. And I reminded staff and the superintendent more than once that the board should formally approve the curriculum. Spending millions on a course that is not required Below is a table showing SFUSD spending on this non-board-approved course. Ethnic Studies Support FY 23-24 Budget $1,505,958 FY 24-25 Projected Budget $1,748,890 Source: SFUSD Yup, that million dollar number popped right out at me. Why is a district in a financial crisis spending millions of dollars on a course that is not required for graduation by the state and is not required for entrance into California’s higher education system? Code Red concern of parents in the district To say that the ethnic studies curriculum is controversial is an understatement. There are lawsuits throughout the state calling out discriminatory content. It is so bad that Governor Newsom has refused to put funding in the budget to pay for a mandated state course. And a bill is pending in the legislature that prohibits the use of any curriculum or instructional materials if it would subject a pupil to unlawful discrimination. Better alternatives for teaching ethnic studies – Give high school studies more time for electives. The SFUSD one-year ethnic studies course does not give students enough time to take electives that interest them. Cut the course down to one semester and consider making it an elective. – Do not require the course in ninth grade. Most students do not have the background in United States or world history to put the course into perspective. – Revise the focus of the course. Ensure the ethnic studies course encourages students to appreciate and understand the many ethnicities in SFUSD. All of them have had challenges. All of them have many proud moments of success. A course that emphasizes a political philosophy of “us against them” loses the nuance of learning to work together and learning to value the strengths of each other. – Board review and approval. With so much controversy over what is taught, allow a thoughtful process with public input on the curriculum to ensure it is not discriminatory. Yes, it is a hot potato But it is our hot potato. With community input, the school board and the district should approve a curriculum that meets the test of not subjecting any student to unlawful discrimination. Previous Next

May 5, 2025 CAM REVIEW | Ethnic Studies: The Dangerous Ideology Quietly Shaping US Classrooms Combat Antisemitism Movement If you’ve ever wondered why young Americans are embracing increasingly extreme views on race, power, identity, Israel, and Jews, this webinar connects the dots with clarity, historical depth, and urgency. Originally Posted In: https://combatantisemitism.org/special-features/ethnic-studies-the-dangerous-ideology-quietly-shaping-us-classrooms/ < Back Why are Jewish students facing unprecedented levels of antisemitism — from grade school on up to the university level and beyond? The answer may not lie only in biased news reporting on global events or inflammatory social media discourse, but also deep within the American education system itself. A 2023 survey conducted by Harvard CAPS/Harris revealed that 79% of Americans aged 18–24 believed all white people were oppressors and all people of color oppressed. That same poll found 67% in this age group saw Jews as oppressors, 60% felt the Hamas October 7th attack was was justified, and 73% trusted Hamas to accurately report casualty figures in Gaza. These aren’t isolated beliefs — they form a coherent worldview shaped not by spontaneous cultural trends, but by a deliberate ideological framework increasingly embedded in classroom curricula. In an eye-opening webinar last week, titled “The Ethnic Studies Origin Story: Uncovering the History Behind The Most Controversial Discipline ” and hosted by the Israeli-American Civic Action Network (ICAN) , Nicole Bernstein, co-founder of PeerK12 , traced the roots of this phenomenon back to its source: the rise of Ethnic Studies. Far from being a neutral academic discipline, Ethnic Studies was born from radical activism. It emerged alongside anti-colonial uprisings, Third World Liberation fronts, and revolutionary Marxist frameworks — movements that sought not only to critique Western society, but to dismantle and rebuild it entirely. Bernstein explained how these ideas, once confined to fringe university departments, have entered the K–12 classroom through decades of institutional advocacy, policy lobbying, and grassroots organizing. Today, these same ideologies form the backbone of state-mandated Ethnic Studies curricula across the country, often under the radar of parents, school boards, and even teachers. Concepts like “intersectionality,” “decolonization,” and “dismantling systems of power” are now presented to children as academic truths — not political theories. But as Bernstein made clear, their intellectual DNA is anything but neutral. The result is an educational movement that does more than teach history — it reframes the American story itself through a rigid ideological lens, silencing alternative viewpoints and replacing inquiry with indoctrination. If you’ve ever wondered why young Americans are embracing increasingly extreme views on race, power, identity, Israel, and Jews, this webinar connects the dots with clarity, historical depth, and urgency. Bernstein doesn’t just inform — she exposes the origin story of an educational revolution that is reshaping how the next generation thinks. Whether you’re a parent, educator, policymaker, or concerned citizen, this is the key to understanding how we got here — and why we can’t afford to stay silent any longer. Watch the full recording of the webinar — and find out what’s really being taught in American schools. Previous Next

October 3, 2022 Hitler 'had strong leadership qualities' says teacher, photo placed with MLK, JFK Michael Starr Nazi leader Adolf Hitler's photo was placed on a board next to inspirational leaders such as Martin Luther King and John F. Kennedy. Originally Posted In: https://www.jpost.com/diaspora/article-718888 < Back Nazi leader Adolf Hitler's portrait was placed alongside inspirational historical leaders in a San Diego school history class last week, and when a student complained the teacher explained that Hitler had committed bad deeds but was a great leader, NGO Partners for Equality and Educational Responsibility in Kindergarten thru 12th grade (PeerK12) told The Jerusalem Post . At the Carmel Valley Middle School, as part of a lesson for 7th graders, Hitler was included on a board that displayed the likes of US President Franklin D. Roosevelt, Indian leader Mahatma Gandhi, US president John F Kennedy, British Prime Minister Winston Churchill, and American civil rights leader Martin Luther King Jr. According to PeerK12 , a 12-year-old student communicated to their teacher that it was inappropriate to display a photo of Hitler alongside such positive role models. The teacher reportedly told the student that “Hitler may have done some bad things, but he also had strong leadership qualities.” How did the parents and school respond? In response to the incident, the San Dieguito Union High School District said "A lesson in World History included a discussion of various historical figures, along with images of them on a whiteboard in the classroom. The images were directly related to the curriculum and displayed during a lesson. After a concern was raised regarding one of the images and the impact it had on a student, it was taken down." However, PeerK12 said that the student that had complained was initially moved to another history class . The NGO further said that while Principal Vicki Kim reportedly told the parent of the student that the portrait would be removed in response to his complaint, the teacher only removed Hitler's picture upon receiving further inquiries from the community. "This is revisionist history, plain and simple," PeerK12 told the Post . "This was not a lesson on World War II or the Holocaust, and in the fact this teacher is only tasked with teaching history until 1914. If this teacher is a Holocaust denier then she must be relieved of her duties immediately. This erasure of Jewish history cannot go unchecked." “Ignorance at best, malice at worse is how we would describe a teacher comparing Adolf Hitler, a genocidal maniac, to global leaders such as Martin Luther King Jr," remarked the NGO StopAntisemitism. “Hitler may have done some bad things, but he also had strong leadership qualities.” Carmel Valley Middle School teacher PEER K-12 also claimed that the parent of the student had contacted the Anti-Defamation League, but had been told that the school was already a part of the ADL's anti-bias training program "No Place For Hate." Carmel Valley Middle School received the designation as a "No Place For Hate school" in May. Calls to investigate Hitler incident PeerK12 also claimed that the parent of the student had contacted the Anti-Defamation League, but had been told that the school was already a part of the ADL's anti-bias training program "No Place For Hate." Carmel Valley Middle School received the designation as a "No Place For Hate school" in May. The families of students and PeerK12 formally called for the school district to hold an investigation into the incident. StopAntisemitism also said that it called "on the San Dieguito Union High School District board to investigate the teacher’s actions, the Principal’s failure to appropriately follow up, and the overall curriculum that would result in such atrocious educational instruction." This incident is not the first racially charged incident that the San Dieguito school board has grappled with this year. In June, Superintendent Cheryl James-Ward was fired over remarks about Asian students and their families' wealth as a reason for their academic success. Previous Next

November 8, 2025 States are pushing for more scrutiny of antisemitism in schools Carolyn Thompson & Michael Casey Tensions over the Israel-Hamas war have spilled into schools around the U.S., with advocates reporting a rise in antisemitic harassment since the 2023 surprise attack on Israel. While some argue school leaders have failed to take the threat seriously, others warn criticism of Israel and the military campaign in Gaza are interpreted too often as hate speech. Originally Posted In: https://apnews.com/article/school-antisemitism-education-free-speech-83ec7b892f8fba16db1d75619a0a5073 < Back In the aftermath of the Oct. 7 attack on Israel by Hamas two years ago, high school teacher Josh Hirsch posted comments on social media in support of Israel. It was unrealistic for Hamas to expect a ceasefire, he wrote, as long as they were holding hostages. Soon afterward, a former student called for his firing. A note taped outside the door of his Adams County, Colorado, classroom contained his wife’s name and their home address. And a sticker that appeared on his chair read: “Israel is committing genocide in Gaza.” The reaction startled Hirsch, the only Jewish teacher in his school building. For the first time in his 14-year career, he considered quitting. He stayed and joined an educators’ advocacy network created by the Anti-Defamation League , a way he saw to make schools more inclusive of diverse viewpoints. “I’ve been a teacher and tried to keep my focus on being the best teacher I could,” he said. Tensions over the Israel-Hamas war have spilled into schools around the U.S., with advocates reporting a rise in antisemitic harassment since the 2023 surprise attack on Israel. While some argue school leaders have failed to take the threat seriously, others warn criticism of Israel and the military campaign in Gaza are interpreted too often as hate speech. The Trump administration has not punished school systems the way it has hit colleges accused of tolerating antisemitism, but schools are still facing pressure to respond more aggressively. Several states have pressed for new vigilance, including legislation that critics say would stifle free speech. Both conservative and liberal states apply more scrutiny Lawmakers in Texas, Arkansas, Oklahoma and Tennessee have passed measures to increase school accountability for complaints of antisemitism, and a law signed by California Gov. Gavin Newsom, a Democrat, will provide training to identify and prevent antisemitism in schools. In Arizona, the Democratic governor vetoed a bill on how to deal with reports of antisemitism in schools, calling it an attack on educators. Many of the measures, including one signed by Oklahoma’s Republican governor, call for adoption of a definition of antisemitism that casts certain criticism of Israel as hate speech. “These bills make it clear that Oklahoma stands with our Jewish communities and will not tolerate hatred disguised as political discourse,” said Kristen Thompson, a Republican state senator in Oklahoma who authored the legislation. Dozens of states have adopted the definition promoted by the International Holocaust Remembrance Alliance, which is also recognized by the U.S. State Department. It lists 11 examples of antisemitic conduct, such as applying “double standards” to Israel or comparing the country’s policies to Nazism. While supporters of this definition of antisemitism say it is necessary to combat evolving forms of Jewish hate, civil liberties groups warn it suppresses pro-Palestinian speech. Trump administration approach contrasts with attacks on colleges The Trump administration has leveraged antisemitism investigations in its efforts to reshape higher education, suspending billions of dollars in federal funding to Harvard, Columbia and other universities over allegations they tolerated hate speech, especially during protests over the Israel-Hamas war . The White House has not gotten as involved at the K-12 level. At congressional hearings, House Republicans have taken some large school systems to task over their handling of antisemitism, but the administration largely has left it to the Education Department’s Office for Civil Rights to address complaints. In one of the cases under investigation, a complaint described students at the Berkeley Unified School District in California asking Jewish classmates what “their number is,” referring to numbers tattooed on Jews during the Holocaust. It also said teachers made antisemitic comments and led walkouts that praised Hamas. The district did not respond to a request for comment. In another California case, the family of a 14-year-old girl filed a federal lawsuit last year alleging she had to leave University Preparatory Academy, a charter school in San Jose, in 2023 because of antisemitic bullying. After the Hamas attack, she said students called her names, including “terrorist.” The California Department of Education and the school said they could not comment on pending litigation. Nationwide, the ADL recorded 860 antisemitic incidents in non-Jewish schools last year, ranging from name-calling and swastikas etched on lockers to antisemitic materials being taught in classrooms. The number was down from over 1,100 recorded in 2023, but well above numbers in prior years, according to the ADL. A Massachusetts teachers union pushes back A Massachusetts state commission formed last year to combat antisemitism found it was a “pervasive and escalating problem” in schools. At one meeting, a commission co-chair, Democratic state Rep. Simon Cataldo, said the Massachusetts Teachers Association was sharing antisemitic resources with teachers, including a kindergarten workbook that describes Zionists as “bullies” and an image of a Star of David made of dollar bills. The union said those were singled out among hundreds of images in art and posters about Palestinians, and links to those materials were removed. The union said it has engaged in efforts to confront increases in both antisemitism and Islamophobia and accused the commission of “offensive political theater.” “Those who manipulate antisemitism to achieve political objectives — such as undermining labor unions and public educators — are following the lead of the Trump administration,” the union said in a statement. Margaret Litvin, an associate professor of Arabic and comparative literature at Boston University, said the commission was “deliberately conflating criticism of Israel with prejudice against Jews and bias against Jews.” That approach will be used to justify “heavy-handed” interference by the state in school district affairs, said Litvin, co-founder of the Boston-area Concerned Jewish Faculty and Staff group. Controversy reaches the biggest teachers union The tension reached the National Education Association, the nation’s largest teachers union, which this summer weighed a proposal to drop ADL classroom materials that educators use to teach about the Holocaust and bias. Backers said the ADL had an outsize influence on school curricula and policy, with an underlying pro-Israel viewpoint. Delegates at the union’s representative assembly narrowly voted to approve the proposal, but they were overruled by the NEA board of directors. Union President Becky Pringle said the proposal “would not further NEA’s commitment to academic freedom, our membership, or our goals.” In the aftermath, the ADL invited K-12 educators to join a new network called BEACON: Building Educator Allies for Change, Openness, and Networks, which it said is intended to help educators learn from each other how to address and combat antisemitism and other forms of hate. Hirsch, the teacher in Colorado, was among hundreds who expressed interest. Some of the blowback he faced stemmed from his online commentary about local activist organizations. After donating money to Black Lives Matter groups and supporting them with a sign in his yard, he expressed feelings of betrayal to see the groups expressing support for Palestinians and not Israel. He said he was surprised by the reaction to the posts in his predominantly Hispanic school community. A former debate coach, he aims through his work with the ADL network to help students share their opinions in constructive ways. “If we’re giving them the opportunity to hate and we’re giving them the opportunity to make enemies of someone, it really is counterproductive to what we’re trying to do as a society,” he said. Previous Next

July 21, 2025 Lawsuit filed against Palo Alto school district over ethnic studies Lisa Moreno Parent Alan Crystal and the Louis D. Brandeis Center, a law firm that works to fight antisemitism, filed a lawsuit against the Palo Alto Unified School District on July 21, alleging that the Board of Education violated the Brown Act by passing an Ethnic Studies graduation requirement. Originally Posted In: https://www.paloaltoonline.com/education/2025/07/21/lawsuit-filed-against-palo-alto-school-district-over-ethnic-studies/ < Back Parent Alan Crystal and the Louis D. Brandeis Center, a law firm that works to fight antisemitism, filed a lawsuit against the Palo Alto Unified School District on July 21, alleging that the Board of Education violated the Brown Act by passing an Ethnic Studies graduation requirement. The Brown Act is the state’s open meeting law that ensures government agencies like school boards meet in public, give notice of those meetings and refrain from gathering a majority outside of meetings to discuss district-related topics, among many other limitations. Districts across the state are grappling with backlash after attempting to follow through on a 2021 state mandate to create an ethnic studies requirement. Palo Alto Unified is no different and for months has endured controversy through social media posts, failed recalls and complaints after adopting the course on January 23. Crystal filed a Brown Act complaint against the board on Feb. 21, claiming it passed the requirement a year early and that board President Shana Segal spoke with a majority of board members about the course outside of the meeting. “I don’t think this should be a legal matter. I think the board should look at this, realize what’s happened and want to rectify it,” Crystal said in a March interview with this publication. He had hoped that the board would pause its ethnic studies requirement or redo the vote, he said. But the complaint was later dropped, according to the District Attorney’s Office. “The DA’s Office determined the available evidence was insufficient to find a violation of the Brown Act as alleged by Mr. Crystal,” Sean Webby, a spokesperson for the Santa Clara County District Attorney’s Office, told this publication. Now, Crystal, who has raised three kids in the district, filed a Brown Act lawsuit instead. District officials pushed back against the complaint. “The allegations misrepresent the facts, misapply the law, and politicize a local curriculum decision,” Superintendent Don Austin wrote in a message to this publication. “This appears to be the next step in an unsuccessful local attempt to allege Brown Act violations to stop the implementation of Ethnic Studies courses.” The lawsuit makes the same claims as the Brown Act notice, alleging the board of education adopted the course a year early, without telling the public. “They purported to ‘confirm’ that completion of ethnic studies would ‘remain a graduation requirement beginning with the Class of 2029,'” stated a press release from Brandeis. “No such graduation requirement existed at the time of the January 23, 2025, meeting, and, therefore, no such graduation requirement could be confirmed. At a September 12, 2023, meeting, former school board members expressed interest in creating the new Ethnic Studies requirement for the Class of 2028. Ultimately, board members agreed with staff recommendation to create the Ethnic Studies requirement for the Class of 2029. The board did not officially vote at the meeting. “I’d say we would be open to hearing an adjustment to the timeline if you suddenly decide you’re ready to go sooner,” former board member Jennifer DiBrienza said at that meeting. At the next school board meeting on October 10, 2023, the board passed the new requirement through its consent calendar, which means there was no further discussion on the item. The item stated the ethnic studies course requirement would begin with the class of 2029-2030 , a year later than discussed in the previous meeting. The Palo Alto Unified School District said this was a typographical error but the lawsuit claims it intentionally misled the public. “The suggestion that the Board ‘pushed through’ this requirement without proper notice is simply false,” Austin wrote in a statement. “The vote occurred in public, the agenda was posted in compliance with the Brown Act and public input was provided over an extended period of time.” The lawsuit also alleges that the district let specific groups in the room during the Ethnic Studies board meeting and that board members met in private to discuss the course. Crystal and the law firm said they agree that the ethnic studies course has the potential to educate students to “build a more just society,” according to the lawsuit, but argued that Palo Alto’s course may cause discrimination. “PAUSD’s actions are part of a concerning trend emerging in K-12 schools where board members act behind closed doors and without the required public notice in order to approve K-12 curriculum that may be controversial, inflame bigotry, and even be unlawful,” Brandeis Center CEO Kenneth Marcus wrote in a statement. While the complaint was filed in February, the Brandeis Center joined the lawsuit on July 21, filing an amended complaint on behalf of both itself and Crystal. The district believes the lawsuit represents a pattern “across the entire state from those who do not support the course in various formats and configurations,” Austin wrote. “We will vigorously defend against this baseless lawsuit and stand behind both the transparency of our process and the value of the course itself,” he wrote. Previous Next

Information is power. Arm yourself by reading and understanding the core issues we are facing, and then join our advocacy community to help us fight back. RESEARCH & WHITE PAPERS Information is power - arm yourself by reading and understanding the core issues we are facing and then join our advocacy community to help us fight back. California Commission on the State of Hate 2023-2024 REPORT FINDS THAT Ethnic studies FUELS DIVISION & HATE Commission on State of Hate Annual Report Highlighting Ethnic Studies Dangers, Calls for Pause The California Commission on the State of Hate’s 2023-2024 Annual Report provides a critical examination of ethnic studies implementation, education policy, and hate prevention efforts in California schools. The report highlights serious concerns about bias, enforcement failures, and the lack of oversight in ethnic studies curricula, which must be addressed before further educational mandates are pursued. Read the Report Middle East Children’s Alliance (MECA) Counter-Terrorism Brief | APRIL 7, 2025 NCRI'S investigation of MECA (Middle East Children's Alliance) has yielded evidence suggesting fiscal and personnel ties to entities associated with the Popular Front for the Liberation of Palestine (PFLP), which was designated as a Foreign Terrorist Organization (FTO) by the US government in 1997. In addition to its ties to PFLP fronts based in the Gaza Strip, MECA has of late begun facilitating fundraising for a network of extremist anti-government actors based in the United States. As NCRI exposed in an October 2024, report,2 MECA has also penetrated the US public education system via its development of radical curriculum materials through the Teach Palestine project that are being taught in K-12 classrooms nationwide. Read the Report California Commission on the State of Hate 2023-2024 REPORT FINDS THAT Ethnic studies FUELS DIVISION & HATE Commission on State of Hate Annual Report Highlighting Ethnic Studies Dangers, Calls for Pause The California Commission on the State of Hate’s 2023-2024 Annual Report provides a critical examination of ethnic studies implementation, education policy, and hate prevention efforts in California schools. The report highlights serious concerns about bias, enforcement failures, and the lack of oversight in ethnic studies curricula, which must be addressed before further educational mandates are pursued. Read the Report ISGAP Report Exposes Anti-Israel Bias Fueled by Secretive Qatari Influence in U.S. K-12 Classrooms | March 13, 2025 Newly released report by the Institute for the Study of Global Antisemitism and Policy (ISGAP) uncovers extensive foreign influence and anti-Israel bias infiltrating U.S. K-12 classrooms through Brown University’s Choices Program. The investigation highlights the systematic manipulation of educational materials in the Choices Program within the same units over the last decade plus, gradually shifting its curriculum to present an increasingly anti-Israel perspective. Changes include the removal of key historical documents and the omission of others, the misrepresentation of Israel’s capital in maps, and the exclusion of balanced perspectives on Israeli history and diplomacy. Furthermore, the report reveals that Qatar Foundation International (QFI) has played an undisclosed role in shaping the Choices Program’s curriculum and teacher training, influencing how American students are taught about the Middle East and Israel. This curriculum, used by over 8,000 schools across all 50 states and reaching more than one million students, operates with undisclosed foreign funding and has been found to systematically distort historical facts to delegitimize Israel. The report raises significant concerns about transparency, oversight, and compliance with federal disclosure laws. Read the Report 2023-2024 REPORT FINDS THAT Ethnic studies FUELS DIVISION & HATE Bridging the Divide over Critical Race Theory in America’s Classrooms New survey data shed light on the debate over “woke” instruction in schools The January 2025 report "Bridging the Divide over Critical Race Theory in America’s Classrooms" from Education Next examines the politicization of critical race theory (CRT) in K–12 education. It discusses how CRT has become a focal point in debates over "woke" instruction, leading to legislative actions in numerous states aimed at restricting or banning CRT-related teachings. The authors highlight that while CRT is rarely an official part of K–12 curricula, the term has been broadly applied to various educational content, fueling cultural and political conflicts in education policy. Bridging the Divide over Critical Race Theory in America’s Classrooms: New survey data shed light on the debate over “woke” instruction in schools. Kisida, B., Ritter, G., Gontram, J., Anglum, J.C., Erickson, H.H., Leatherwood, D., and Lee, M.H. (2025). Read the Report U.S. House of Representatives Staff Report on Antisemitism December 18, 2024 In coordination with: Republican Conference Chairwoman Elise Stefanik Republican Conference Vice Chairman Blake Moore Speaker of the House Mike Johnson Majority Leader Steve Scalise Majority Whip Tom Emmer Education & the Workforce Committee Energy & Commerce Committee Judiciary Committee Oversight Committee Veterans’ Affairs Committee Ways and Means Committee

April 10, 2025 Bay Area high school districts cited, must provide anti-bias training to teachers John Fensterwald Following investigations, the California Department of Education has verified incidents of antisemitism in two neighboring San Jose-area school districts. In separate decisions, the department ordered both the Campbell Union High School District and Santa Clara Unified to provide anti-discrimination training, and in the case of Santa Clara Unified, training in students’ rights against retaliation. Originally Posted In: https://edsource.org/updates/bay-area-high-school-district-cited-must-provide-anti-bias-training-to-teachers < Back Following investigations, the California Department of Education has verified incidents of antisemitism in two neighboring San Jose-area school districts. In separate decisions, the department ordered both the Campbell Union High School District and Santa Clara Unified to provide anti-discrimination training, and in the case of Santa Clara Unified, training in students’ rights against retaliation. In the most recent case, the department ruled on April 4 that lessons in an ethnic studies course at Branham High in Campbell Union discriminated against Jewish students. A parent and Bay Area Jewish Coalition Education and Advocacy filed a complaint and appealed to the department after the district dismissed it. They complained that two teachers in an Ethnic Literature class they had designed presented content regarding the Israel/Palestine conflict that could encourage antisemitism. Not identified by name in the state report, Teacher A acknowledged doing a lesson on the conflict in a “community circle” that was not included in the curriculum. As part of the theme on colonialism, students discussed whether Israel is a settler colonial state, although the students heard only one side. It included a video from a rabbi wearing a Palestinian flag that said “A Jew is not a Zionist” and a reading from Paulo Freire’s “Pedagogy of the Oppressed.” “In order for the information to be unbiased, there would have needed to be a video that reflected a pro-Israel perspective. This would have encouraged students to create authentic answers regarding the questions provided in the lesson,” the state report said. The second instance of bias pertained to a student project on “Genocide of Palestinians. The report found that Teacher B didn’t question the students on their report during a class presentation and then posted the presentation to a social media site of class projects. “The legal issue is whether the teacher responded adequately so as to ensure a non-discriminatory and balanced learning environment,” the report said. The failure to comment on the slide presentation” could have been interpreted by the student audience as approval of the presented thesis.” The district, which can ask the department to reconsider the decision, did not respond to a request for a comment. The district must provide at least an hour-long anti-bias training for all English language arts and social studies teachers by the start of the next school year. “We are seeing discrimination against Jews in classrooms throughout the state and hope this precedent will lead to schools taking a more nuanced approach that doesn’t harm Jewish students,” said Miller Saltzman, Ethnic Studies Coalition Director for the Jewish Public Affairs Committee of California. Santa Clara Unified decisions The department issued separate rulings on Jan. 24 in which it verified allegations of bias on two separate incidents that occurred after the October slaughter by Hamas of 1,200 Israelis which led to reprisals and the invasion of Gaza by the Israeli army, with deaths of thousands of Palestinians. One involved a clear violation of the district’s policy on handling controversial issues, although that was outside of the department’s jurisdiction. A teacher assigned students projects on genocide and modeled the conflict in Gaza as an example for the class. It contained a one-sided, politically charged perspective that described Israeli actions against Gazans that “amount to the crimes against humanity of apartheid and persecution” and used other inflammatory language. The district’s own internal investigation acknowledged the teacher’s presentation was “poorly timed,” “controversial” and “politically charged.” The department went further on appeal , stating it violated the Education Code’s protection against discrimination and intimidation on the basis of ethnicity, religion and nationality. In the second incident , in February 2024, a teacher confronted a Jewish student who was a member of the Jewish Culture Club about a speaker from Israel the club had invited. In front of other students, the teacher tried to persuade the student to disinvite the speaker, whose controversial talk, the teacher said, would provoke antisemitism and reflect badly on the student. Although the district’s own investigation concluded that the teacher’s “conduct was objectively offensive considering the power imbalance between [the Teacher and the Student]” and the student’s identification of Jewish, the district ruled there was no clear discrimination or harassment. On appeal, the state concluded otherwise, noting that under state law, schools should “promote tolerance and sensitivity” and “minimize and eliminate hostile environments.” The unnamed student filed the complaint and the appeal. In its ruling, the department required the district to train all high school staff on students’ right to be free of discrimination, harassment and intimidation base on race, ethnicity, religion and nationality. The District shall also “continue to take appropriate actions to protect (the student) from retaliation for bringing the Complaint/Appeal,” the ruling said. Previous Next

March 19, 2026 The Combat Antisemitism Movement (CAM), in collaboration with PeerK12, announced on Thursday the launch of the San Diego Jewish American Heritage Month Student Contest. CAM & PeerK12 Staff Submissions Now Open for San Diego Jewish American Heritage Month Student Creative Originally Posted In: https://combatantisemitism.org/cam-news/submissions-now-open-for-san-diego-jewish-american-heritage-month-student-creative-contest/ < Back PRESS RELEASE Thursday, March 19, SAN DIEGO, CA – The Combat Antisemitism Movement (CAM), in collaboration with PeerK12, announced on Thursday the launch of the San Diego Jewish American Heritage Month Student Contest. The creative competition - full details of which are available HERE - is open to all high school juniors and seniors from San Diego County who plan to attend a two- or four-year college or university. Jews have played an integral role in the great American story for nearly four centuries, richly contributing to the nation’s culture, economy, and civic life. From the early colonial period to contemporary times, Jewish citizens have been at the forefront of advancing and defending American freedom, security, prosperity, and innovation, while maintaining a strong faith-based communal identity. The history of San Diego is no different, with Jewish pioneers arriving in the mid-1800s and quickly becoming an inseparable part of the growing port city’s social fabriC. The San Diego Jewish American Heritage Month Student Contest offers participants an opportunity to explore this history and its lasting influence by submitting essays in three categories: Jewish Individuals Who Shaped America, Jewish Leadership; Partnership in Advancing Social Cause, and Jewish Ideas and Cultural Contributions to Society. “We receive reports every day of antisemitic incidents in K–12 schools across San Diego - it’s a clear call to action,” said Tamar Caspi, co-founder of PeerK12. “This contest gives Jewish and non-Jewish students alike a proactive, educational way to build understanding and take a leadership role countering hate in their schools.” The contest launch comes just two days following the San Diego City Council adoption of the International Holocaust Remembrance Alliance (IHRA) Working Definition of Antisemitism, which CAM welcomed as a “landmark moment” for the city. “After San Diego took an important stand against antisemitism with the adoption of the IHRA definition, we’re excited to launch this contest to engage students in learning about Jewish American heritage and its impact on our country,” said CAM Jewish American Heritage Director Lenore Zach. “This is an incredible moment - not just to teach history, but to help shape how it’s understood and carried forward by the next generation.” Entries will be accepted through Friday, May 22. Up to $30,000 in scholarships will be awarded. Winners will be recognized at a JAHM reception in San Diego in May. CAM’s partners for the project include PeerK12 and Tikvah Fund. A similar initiative is being led by CAM in Iowa this year, as well as Virginia last year. For more information and to submit an entry, please visit: jahm.combatantisemitism.org/sandiego2026 or peerk12.org/jahmcontest2026 . ### The Combat Antisemitism Movement (CAM) , whose Global Advisory Board is chaired by former Soviet refusenik Natan Sharansky, is a global coalition uniting more than 850 partner organizations and hundreds of thousands of individuals across diverse backgrounds to fight antisemitism in all its forms. By mobilizing communities, advancing innovative tools, and working with governments and civil society, CAM drives collaborative action to protect Jewish life and uphold democratic values worldwide. PeerK12 (Partners for Equality and Educational Responsibility in K-12) is dedicated to unapologetically fighting institutionalized Jew-hatred in K-12 education. Founded in 2021, the grassroots movement operates on the front lines within school districts by defending Jewish civil rights, confronting extremist agendas, and protecting merit-based education through legislative accountability, policy advocacy, and legal enforcement. Previous Next

January 21, 2026 Education Matters: Final findings of San Dieguito human swastika incident Marsha Sutton PeerK12 co-founders Nicole Bernstein and Tamar Caspi responded to the findings in a statement, writing, “The district’s response is riddled with contradictions that defy logic." Originally Posted In: https://www.sandiegouniontribune.com/2026/01/21/education-matters-final-findings-of-san-dieguito-human-swastika-incident/ < Back The San Dieguito Union High School District fulfilled my Public Records Act request for the final investigation results of the “human swastika” incident that happened last May at a district high school and found that three of the four allegations against the district had merit. Yet the family of the targeted student and the organization that filed the complaint on the family’s behalf remain unsatisfied. The incident occurred when eight San Dieguito Academy students formed the shape of a swastika on the school’s athletic field. The display was timed for an SDA Jewish student to see as he was taking a flying lesson over the field. The SDA principal and assistant principal, Cara Dolnik and Charles Adams, did not report the incident to the district superintendent, Anne Staffieri. Instead, PeerK12 , a civil rights nonprofit organization, reported it immediately after learning of it in late August last year. As a result of the SDA administrators’ failure to report the incident when it occurred, the district accepted a resignation letter from Dolnik and reassigned Adams to the district office for unspecified duties. Unconfirmed reports suggest the eight students may have been suspended. On Sept. 11, 2025, PeerK12 filed a complaint with the district through the Uniform Complaint Procedures process which alleges violations of state laws or regulations. Specifically, the complaint was filed on behalf of the student and family for “the failure of the district … to respond to, report, and remedy a targeted antisemitic hate incident that occurred on May 30, 2025” on the SDA campus. The complaint alleges discriminatory religious harassment, timed as it was to be viewed by a fellow Jewish student. The district’s internal investigation was coordinated by Evelin Medina, SDUHSD’s director of community resolution and compliance, and Tracy Olander, SDUHSD’s director of human resources. Although some of the findings have been redacted to protect the identity of the student, the district substantiated Allegation 1 – that “a group of [redacted] deliberately formed a human swastika on school grounds timed to coincide with a planned [redacted].” According to the findings, “The preponderance of the evidence established that a majority of the [redacted] involved knew they were forming a swastika” and that “one [redacted] was primarily responsible for coming up with and organizing the shape …” The evidence, according to the district, supports that “many of the [redacted] involved were peer-pressured to participate, and at least [redacted] sat up at one point during the [redacted] when they realized what shape they were forming.” Second allegations Allegation 2 was divided into three parts, with 2a entirely redacted except to note that the finding was not substantiated. According to PeerK12, 2a alleged that the incident was a hate crime, but the district did not find evidence to support the charge. Allegation 2b – that the school’s administration did not promptly investigate or discipline those involved – was substantiated. It was found that the delayed response of the school’s administration to investigate the May incident was “a failing of their professional responsibilities” and that the response to the incident “was substandard and fell below the professional expectations for administrators of their experience and training.” However, the 2b findings did note that the evidence was “insufficient to establish that the delay was due to discriminatory reasons,” citing the timing of the incident which took place on the last day of the 2024-2025 school year and the start of the summer recess. Allegation 2c – that administrators did not implement measures to protect [redacted] from further harm or retaliation following the May incident – was substantiated. However, the findings state that “appropriate supportive measures were put in place” following the family’s meeting with district officials on Aug. 28. Corrective actions According to the final findings, corrective actions are being taken, one being that the district “publicly acknowledged the incident, recognizing the failure in response and protocols, and committed to addressing the situation moving forward.” In addition, appropriate personnel action was taken to address the school administrators’ response to the incident. The district states that it is working “to develop community restoration activities and public acknowledgement of the harm the May incident has caused” … by engaging in “ongoing professional development and education to provide a greater understanding to district students, staff and community.” The district is working with a number of organizations – including the National Conflict Resolution Center and the local branch of the American Jewish Committee – to train staff and implement stronger standards. The district also plans parent engagement nights, “staff listening circles,” and ongoing lessons for “students on the topic of antisemitism, hate language and symbols.” Reaction PeerK12 co-founders Nicole Bernstein and Tamar Caspi responded to the findings in a statement, writing, “The district’s response is riddled with contradictions that defy logic. It publicly labels the conduct a hate crime, then denies that finding in its own report. It claims the investigation was impartial, yet assigns it to its own attorney. Administrators are removed or reassigned, then the district insists no policy was violated.” That the district needs to bring in outside consultants to explain to students and staff that swastikas are hate symbols, Bernstein and Caspi said, “If that lesson still needs to be taught, it raises serious questions about the district’s judgment and culture – and helps explain why these incidents keep escalating instead of stopping.” The complaint was based on SDUHSD board policies 5131.2 addressing bullying, 5145.3 addressing discrimination and harassment, and 5145.9 which states in part, “The Governing Board is committed to providing a respectful, inclusive, and safe learning environment that protects students from discrimination, harassment, intimidation, bullying, or any other type of behavior that is motivated by hate.” Hate-motivated behavior, as defined by the district’s board policy, “is any behavior intended to cause emotional suffering, physical injury, or property damage through intimidation, harassment, bigoted slurs or epithets …” The complaint also cited violations of four California state education codes:— 201 (All pupils have the right to participate fully in the educational process, free from discrimination and harassment) – 220 (prohibits discrimination in educational programs receiving state funds based on protected characteristics) – 234 (mandates that local school agencies prevent and address discrimination, harassment, intimidation, and bullying …) – 234.1 (prohibits discrimination, harassment, intimidation, and bullying based on the actual or perceived characteristics …). Ed Code 234.1 also specifically states that there is a requirement that “if school personnel witness an act of discrimination, harassment, intimidation, or bullying, they shall take immediate steps to intervene when safe to do so.” Family statement Peer K12 provided the following statement from the Gordon family whose son was targeted: “We lost trust in the district when it chose to investigate itself through its own attorney. That decision made clear to us that minimizing liability mattered more than accountability for an antisemitic act and examining how school leadership handled – and then mishandled – what occurred. It has felt less like a genuine effort to understand what went wrong and more like an attempt to explain it away. As a result, the findings were not surprising … and reflect a process that has felt dismissive of the harm done and insulting from start to finish. Because the district’s so-called corrective actions amounted to recycling the same failed responses it previously claimed were working,” the family said “there’s no reason to expect change. The worst part," according to the Gordons, "is that the district consulted outside organizations who excluded our family, our child, and PeerK12 who has advocated for us throughout this entire ordeal. That eight students formed a human swastika targeting a Jewish student and the school administration failed to protect that child … raises serious concerns about leadership, training, and culture,” stated the Gordon family. The appeal PeerK12 appealed the district’s findings on Nov. 19 and received confirmation of receipt from the state on Dec. 5. The California Department of Education issued a decision of the appeal on Jan. 5, the subject of which is titled “discrimination based on religion” and found that “the appeal has merit in part.” The conclusion states that “the school failed to adequately respond to peer-to-peer discrimination based on religion once it became aware of it.” The CDE determined that additional and more specific corrective actions are required by the district for “a proper remedy.” Because the family is considering options for next steps, this is not over and word is the district “is not off the hook.” Marsha Sutton is an education writer and investigative opinion columnist and can be reached at suttonmarsha@gmail.com . Previous Next

April 24, 2025 The Ethnic Studies to Antisemitism Pipeline: Pajaro Valley Edition Mika Hackner The ideological lens of Ethnic Studies, with its obsession over systems of power and its binary moral structure, aligns all too easily with antisemitic conspiracism. Originally Posted In: https://jewishjournal.com/commentary/opinion/380976/the-ethnic-studies-to-antisemitism-pipeline-pajaro-valley-edition/ < Back On Wednesday night, often to cheers and applause, school board members of the Pajaro Valley Unified School District (PVUSD), in Santa Cruz County California, berated and accused the Jewish community of using its wealth and privilege to maintain power at the expense of black and Hispanic communities. The comments were made during a PVUSD meeting centered on whether to renew its contract with Community Responsive Education (CRE), an organization led by Allyson Tintiangco-Cubales, to provide professional development for Ethnic Studies. Tintiangco-Cubales is a member of the Liberated Ethnic Studies Model Curriculum Consortium (LESMCC) and an original author of the California State of Education’s model Ethnic Studies curriculum. The curriculum had to be revised after widespread concerns over antisemitic content. As a result of those changes, Tintiangco-Cubales subsequently removed her name from the finished product. PVUSD had a previous working relationship with CRE when they developed PVUSD’s Ethnic Studies framework and helped with curriculum development and teacher training. This relationship was severed after Tintiangco-Cubales’ public rejection of California’s model ethnic studies curriculum. Since then, activists have fought for PVUSD to reinstate its contract with CRE. Thanks to California’s AB 101 legislation, Ethnic Studies will soon become a graduation requirement for California’s high schoolers. As activists were quick to point out in last night’s meeting, Ethnic Studies is not Multicultural Studies; it is not the study of different communities and their contributions to the United States. As it is written and applied, Ethnic Studies is about identifying systems of power and oppression and learning how to dismantle them. Systems do not materialize out of thin air. They are built. They are designed. If our liberal society is a “system of oppression” then it must have been purposefully designed by oppressors to maintain power. Ethnic Studies teaches a Manichean worldview of good and bad, oppressor against oppressed, powerful and powerless. That kind of simplistic thinking has always been a happy hunting ground for the antisemite and the conspiracist. It is no surprise, then, that as Ethnic Studies gets adopted in K-12, there is a rise of antisemitism in schools. And this was perfectly displayed by the school board members who voted to approve the CRE contract last night. Trustee Joy Flynn, for example, assured the Jewish community that there was no hint of antisemitism in CRE’s work while simultaneously claiming that the Jewish community has economic power and white privilege that they are not using to benefit the wider community. Trustee Gabriel Medina went further, addressing Jewish community members in the audience: “You only show up to meetings when it’s beneficial for you, so you can tell brown people who they are…the lies that you spewed here tonight were insane … if you want to continue to be segregationists like you have in the past …” A teacher in PVUSD said, in regard to antisemitism in the CRE curriculum, “It would be disrespectful to me, to every teacher who has been in this training, to every student, if you were to say ‘We don’t believe you, we believe this one minority’ and maybe the fact they gave money to certain campaigns helps.” He went on to say “Turns out I’m part Ashkenazi Jew, so if that ups my favoritism, please renew CRE.” This last remark was met with jovial laughter. This wasn’t just offensive — it was revealing. Open antisemitism like this may shock, but it shouldn’t surprise. The ideological lens of Ethnic Studies, with its obsession over systems of power and its binary moral structure, aligns all too easily with antisemitic conspiracism. Tragically, it seems that PVUSD has adopted this worldview wholesale. Let’s hope other districts don’t follow their lead. Dr Mika Hackner is Senior Research Associate at the North American Values Institute. She has been published in Times of Israel, The Jerusalem Post, the Washington Post, Quillette and the Jewish Journal. Previous Next

May 6, 2026 DC JCRC calls out ‘significantly’ elevated antisemitism in Montgomery County, Maryland schools Haley Cohen ‘Too many Jewish students and educators at too many MCPS schools continue to face too many threats,’ said COO Guila Franklin Siegel Originally Posted In: https://jewishinsider.com/2026/05/montgomery-county-public-schools-d-c-jcrc-antisemitism/ < Back The leading Jewish advocacy group representing the Washington, D.C., area is raising the alarm on a uniquely high rate of antisemitic incidents in Maryland’s Montgomery County public school system. Guila Franklin Siegel, chief operating officer at the Jewish Community Relations Council of Greater Washington, said Tuesday that the JCRC is receiving “significantly higher” reports of antisemitism out of MCPS, located just outside of Washington, than others in the region. Montgomery County’s public school system is the largest school district in the state and hosts a sizable Jewish student population. The statement comes amid a new report from the Anti-Defamation League showing that Maryland ranked ninth in total antisemitic incidents nationwide in 2025, two-thirds of which occurred in Montgomery County. Among the top ten states with total incidents, Maryland ranked first in the percentage of incidents occurring at K-12 schools, at 34%. “While the details vary, these incidents reveal a harsh truth: too many Jewish students and educators at too many MCPS schools continue to face too many threats,” said Franklin Siegel, whose statement came the day after JCRC leadership met with MCPS Superintendent Thomas Taylor and his senior management team. Incidents in recent months include anti-Jewish and anti-Israel graffiti on school walls, most recently at Greenwood Elementary School last weekend; inflammatory anti-Israel messaging at Olney Elementary School’s recent cultural night; “Heil Hitler” gestures and speech occurring at middle school events; and, according to JCRC, “physical threats and harassment directed toward Jewish students at multiple schools.” Franklin Siegel said MCPS and JCRC leadership discussed “progress on the steps MCPS needs to take to protect Jewish students, educators, and staff.” “Our messages were simple: MCPS must establish a zero-tolerance policy on antisemitism and other forms of hatred and bias; train and empower administrators and teachers to correctly identify and respond to antisemitism; and rigorously enforce disciplinary codes, making it clear that anyone who engages in antisemitic or other hateful behavior will face meaningful consequences,” Franklin Siegel said. MCPS said it “will be in compliance with recently adopted state law requiring anti-bias training for school educators and staff” starting in August, according to Franklin Siegel. The school district also committed “to improv[ing] school participation rates in JCRC’s gold-standard Student to Student and Holocaust speakers’ programs” and to “drafting specific guidelines for culture and international nights. The district must ensure these events are safe and educational for all students and families, not political battlefields,” she added. But Franklin Siegel called on the school district to go further in protecting Jewish students. “MCPS should follow the lead of other schools in our area by incorporating specific antisemitism training as well,” she said. “More lessons about Jewish history beyond antisemitism and the Holocaust should be included in its curricula. And given that bias incidents are so often connected to the proliferation of hate speech online, MCPS also needs to discipline students who harass and bully Jewish students on social media accounts, even when those accounts are not formally affiliated with schools. The district has that authority, and principals must enforce it.” MCPS, which serves over 156,000 students, did not respond to a request for comment from Jewish Insider . Previous Next

April 23, 2026 Jewish San Leandro high schooler sues for ‘pervasive’ antisemitic harassment Niva Ashkenazi A Jewish student at San Leandro High School has sued her principal and two teachers, alleging “pervasive and unrelenting” antisemitic harassment and discrimination over two years, leading to panic attacks and a precipitous drop in her GPA. Originally Posted In: https://jweekly.com/2026/04/23/jewish-san-leandro-high-schooler-sues-for-pervasive-antisemitic-harassment/ < Back A Jewish senior at San Leandro High School is suing the school and the San Leandro Unified School District, alleging she endured a “pervasive pattern of antisemitic harassment and illegal retaliation” throughout her sophomore and junior years. The lawsuit alleges the discrimination occurred in the school’s Social Justice Academy, a series of electives geared toward creating “positive change” in their communities. The Deborah Project, a Jewish civil rights law firm based in suburban Philadelphia, filed the initial complaint Tuesday in Alameda County Superior Court. The Deborah Project specializes in representing Jewish students in anti-discrimination cases; it collaborated with global law firm Ropes & Gray. Attorneys for the student told J. Wednesday that while the harassment stemmed from student bullying, the school’s teachers and administrators failed to mitigate and at times exacerbated it. “The teachers not only failed to do anything” about the antisemitic abuse alleged in the lawsuit, said attorney Ryan Weinstein, but “joined in and fueled it. And then, when it was raised to administrators, principals, and district officials, rather than addressing it, they retaliated.” After the appeals were either ignored or failed to stop the harassment, Weinstein said, Horwitz and her mother sought legal help, though initially not with the intent to sue. Over the past year, attorneys from the Deborah Project and Ropes & Gray attempted to reach a resolution with the district but were ignored, according to Weinstein. “At that point, we just decided there was no choice but to proceed with litigation,” Weinstein said. The complaint alleges that shortly after the Hamas attack in Israel on Oct. 7, 2023, Jewish student Eden Horwitz, then a sophomore new to the school’s Social Justice Academy, began facing isolation from students and teachers that quickly escalated to harassment. The academy “provides 10th- to 12th-grade students with a forum to become the catalysts of social, political, and environmental change,” the school district website says . According to the complaint, teachers frequently led classroom discussions about the war in Gaza “in which students expressed support for Hamas while disparaging the State of Israel and the Jewish people.” These discussions led students to single out Horwitz as a target for bullying and harassment, the lawsuit alleges. “Her classmates reduced her to [the academy’s] token Jewish student, demanded she answer for her entire people, wielded ‘Zionist’ as a slur, and held her personally responsible for ‘genocide,’” the complaint read. The harassment persisted throughout the school year, despite Horwitz’s attempts to report it to the social justice academy’s coordinator and administrators at the high school, the lawsuit alleges. When in January 2024 Horwitz brought her complaints to the academy, its coordinator “dismissed the report, suggesting the absence of proof of physical threats or harassment rendered the complaints meritless” and questioned Horwitz’s suitability for the academy, “implying that her Jewish identity and beliefs were incompatible with the cohort,” the complaint read. By spring, the harassment moved online, the lawsuit claims. Horwitz received anonymous messages on social media in April 2024 calling her a racist and accusing her of “funding genocide,” repeating similar taunts she had been facing in the classroom, according to the complaint. As a result, Horwitz suffered from severe anxiety and depression, according to the lawsuit, and sought an “intensive outpatient program.” She also asked for academic and other accommodations, but the request was ignored, according to the complaint. “This included failing to provide mandated academic extensions, omitting required counseling services, and persistently failing to implement the staff-awareness measures designed to mitigate the ongoing harassment,” the complaint read. The lawsuit claims the academy’s anti-Israel bent extended outside of the classroom in the form of school assemblies, walk-outs and protests. These demonstrations often included chanting of the slogan “From the river to the sea, Palestine will be free ,” including at a December 2023 assembly . The complaint said the slogan is a “call for the elimination of the State of Israel and the displacement or eradication of its Jewish population.” When Horwitz’s mother expressed her concerns about the slogan and an upcoming protest to the school’s administrators, the associate principal suggested that Horwitz stay home, a decision that later compromised her position within the academy, the complaint alleges. “When Eden didn’t participate, she was chastised for her lack of participation and showing a lack of ‘solidarity’ with her peers. This led to a chain of events in which Eden was pressured and eventually expelled from the program,” attorney Weinstein said. “She was clearly in a situation where she was damned if she did, damned if she didn’t.” The associate principal officially removed Hurwitz from the program in March 2025, according to the complaint. The lawsuit asks the court to recognize that San Leandro High School administrators and the teachers in its Social Justice Academy violated Horwitz’s constitutional rights. Plaintiffs are also making significant demands, including that the district adopt the International Holocaust Remembrance Association definition of antisemitism when investigating allegations of harassment against Jewish students, appoint an independent investigator to monitor those cases and hold antisemitism trainings with all of its students, faculty and staff. In an email to J. Thursday, San Leandro Unified School District Spokesperson Keziah Moss acknowledged the lawsuit but declined to provide comment “because it is an active legal matter.” Updated: This story was updated to include a response from the San Leandro Unified School District. Previous Next