A recent analysis of graduate education programs responsible for training elementary school teachers found that many prioritize progressive and critical social theories over traditional instructional methods focused on reading and mathematics. The report, released Wednesday by researcher Daniel Buck of the American Enterprise Institute, examined syllabi from eight public graduate schools of education across five states, focusing specifically on master’s or certification programs aligned with elementary teaching degrees.

Buck reviewed more than 400 readings from 75 course syllabi, categorizing them into four groups: traditional educational content, progressive themes, therapeutic approaches, and critical theories related to race and social justice, including critical race theory (CRT). His findings revealed a predominance of progressive and critical frameworks, with a notably limited emphasis on classical instructional methods such as phonics or classroom management.

Only one program, at Florida International University (FIU), contained a greater number of readings classified as traditional compared to other categories, though even there these readings were largely secondary to other content. The report highlighted the scarcity of older educational philosophies or a focus on classical liberal arts education across the sample.

Specific examples illustrated the embedding of ideological content into teacher preparation. At the University of Wisconsin-Madison, ranked No. 1 in education by U.S. News and World Report in 2025, nearly half of the assigned readings involved critical theory, including materials framing opposition to CRT as part of an effort to undermine accurate accounts of race and racism. California State University, Northridge, assigned a reading titled "Queering Elementary Education: A Queer Curriculum for 4th Grade," while at the University of Texas-Austin, a course on young adult literature began with a land acknowledgment alluding to the displacement of Native Americans. Buck found that approximately 90% of readings at UT Austin fell into the critical category, encompassing topics such as "Anti-Racist Linguistic Anthropology."

The report also noted concerns regarding teaching practices advocated in some programs. For example, Texas Tech University emphasized student autonomy over direct instruction, even in courses covering practical classroom skills. FIU discouraged the use of disciplinary consequences in classroom management training.

Buck acknowledged limitations in the study, including incomplete access to all syllabi and the inability to observe how content was delivered in classrooms. He also emphasized that the sample represented a small fraction of the roughly 1,600 education schools nationwide. Nonetheless, the findings align with broader critiques that teacher preparation programs may lean heavily toward left-leaning pedagogy at the expense of foundational teaching skills.

Since over half of teachers pursue master’s degrees—often incentivized by salary bonuses tied to advanced credentials—Buck recommended reconsidering the “master’s premium” and expanding alternative pathways for teacher certification. He also proposed that state leaders establish centers focused on classical or liberal arts education within public universities to encourage ideological diversity in teacher training.

The report’s conclusions support ongoing Republican-led initiatives aimed at restricting federal financial aid for certain education graduate programs, arguing that prioritizing progressive politics over practical instruction ultimately hinders both teachers and students.