Separation of Church and State Curricula? Examining Public and Religious Private School Textbooks. EdWorkingPaper No. 25-1195
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| Title: | Separation of Church and State Curricula? Examining Public and Religious Private School Textbooks. EdWorkingPaper No. 25-1195 |
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| Language: | English |
| Authors: | Anjali Adukia, Emileigh Harrison, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 88 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Academy of Education (NAEd) Spencer Foundation Becker Friedman Institute for Economics (BFI) Institute of Education Sciences (ED) |
| Contract Number: | R305A200478 |
| Document Type: | Numerical/Quantitative Data Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | State Church Separation, Public Schools, Private Schools, Curriculum Evaluation, Textbook Evaluation, Religious Schools, Political Attitudes, Comparative Analysis, Gender Differences, Race, Illustrations, Religion, Evolution, Content Analysis, Moral Values, Religious Factors, LGBTQ People, Slavery, United States History, School Choice, Home Schooling, Diversity, Inclusion, Artificial Intelligence, Computer Software, Christianity, Elementary Secondary Education |
| Geographic Terms: | Texas, California |
| Abstract: | Curricula impart knowledge, instill values, and shape collective memory. Despite growing public funding for religious schools through U.S. school choice programs, little is known about what they teach. We examine textbooks from public schools, religious private schools, and home schools, applying computational methods -- including the use of artificial intelligence (AI) tools -- to measure the presence and portrayal of people, topics, and values over time. Despite narratives of political polarization, our findings reveal few meaningful differences between public school textbooks from Texas and California. However, religious school textbooks have less female representation, feature lighter-skinned individuals, and portray topics like evolution and religion differently. Over one-third of pages in each collection convey character values, with a higher proportion in religious school textbooks. Important similarities also emerge: all textbook collections rarely include LGBTQIA+ discussion, portray females in more positive but less active or powerful contexts than males, and depict the U.S. founding era and slavery in similar contexts. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED674064 |
| Database: | ERIC |
| Abstract: | Curricula impart knowledge, instill values, and shape collective memory. Despite growing public funding for religious schools through U.S. school choice programs, little is known about what they teach. We examine textbooks from public schools, religious private schools, and home schools, applying computational methods -- including the use of artificial intelligence (AI) tools -- to measure the presence and portrayal of people, topics, and values over time. Despite narratives of political polarization, our findings reveal few meaningful differences between public school textbooks from Texas and California. However, religious school textbooks have less female representation, feature lighter-skinned individuals, and portray topics like evolution and religion differently. Over one-third of pages in each collection convey character values, with a higher proportion in religious school textbooks. Important similarities also emerge: all textbook collections rarely include LGBTQIA+ discussion, portray females in more positive but less active or powerful contexts than males, and depict the U.S. founding era and slavery in similar contexts. |
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