In 2008, Steven F. Wilson embarked on a mission to provide quality education to children from low-income families in central Brooklyn. What started as a single charter school evolved into the Ascend Network, comprising 15 schools serving approximately 5,500 students, the majority of whom were living in poverty. The students at Ascend were engaged in rich academic study, including reading Shakespeare and studying the Dutch masters, and consistently outperformed city and statewide averages on standardized tests.
However, in 2019, Wilson found himself at the center of controversy and was ultimately dismissed from Ascend. The shift in educational philosophy towards antiracist education, championed by authors like Ibram X. Kendi and Robin DiAngelo, led to Wilson being labeled as promoting “white supremacist rhetoric.” His dismissal sparked a period of reflection and anger for Wilson, but also fueled his determination to continue his work in education.
Following his departure from Ascend, Wilson co-founded the National Summer School Initiative to address pandemic-related learning loss. He also penned a book titled “The Lost Decade: Returning to the Fight for Better Schools in America,” where he criticizes the failures of antiracist education in terms of student achievement. Wilson highlights a troubling trend where schools implementing antiracist programming saw a significant decline in academic performance, particularly in subjects like math.
As the Trump administration threatens to withhold funding from schools that do not eliminate diversity, equity, and inclusion programs, Wilson’s insights are more relevant than ever. He argues that the focus on antiracist education has led to a decline in academic rigor and intellectual engagement among students. Wilson challenges the notion that educational success can be achieved through ideological conformity, urging a return to a more balanced and holistic approach to learning.
Wilson’s experiences shed light on the generational and ideological divides within the education sector. He observes a growing recognition that “wokeness” may be losing traction in public discourse, but remains deeply entrenched in K-12 education. Wilson cautions against the federal government’s heavy-handed approach to enforcing ideological conformity in schools, emphasizing the importance of preserving academic freedom and intellectual diversity.
Looking ahead, Wilson advocates for a more inclusive and intellectually stimulating approach to education. He believes that all children, regardless of background, deserve access to a rigorous and enriching academic experience. By exposing students to a variety of perspectives and encouraging critical thinking, Wilson envisions a future where education is a catalyst for intellectual growth and societal progress.
