As reported in Lookout Eugene-Springfield, Springfield Public Schools has been found to be out of compliance with Oregon’s elementary school curriculum requirements.

This means that elementary students in grades K-5 have not been receiving adequate instruction, per state standards, for science concepts or social studies subjects, like geography, history, civics and basic economics.

The Oregon Department of Education ruled on May 14 that Springfield has not been sufficiently teaching science and social studies to its kindergarten-through-fifth-grade students since 2022. The report states, “Based on the record developed in this investigation, ODE cannot say that the materials cover the required content and skills for K-5 science and social science. The District is, therefore, out of compliance with (Oregon Administrative Rules) for both K-5 science and social science.”

This is a significant finding considering the drama in the district over the past two years. Here is a brief history of the key points of this controversy about what is taught, not taught, or taught less in Springfield schools.

First, a fundamental issue is about how much time of the school day is spent on reading and math. Since the dawn of the standardized testing era, reading and math have taken up an increasing part of the classroom day — much more than a generation ago. There used to be time scheduled each day for all required subjects. No more. Since high-stakes testing, reading and math became the be-all and end-all, pushing everything else to the sidelines. 

As retired teachers, we agree that literacy instruction is important — very important. But so are science, health and the humanities. In recent years, short reading selections like topics about science and social studies have taken the place of teaching these subjects on their own. It reduces those other important subjects to being add-ons. It’s like teaching band students how to play the trumpet by reading about it. 

Springfield and many other districts took this flawed shortcut. Here’s the question: Is an overrated standardized bubble test given each spring worth limiting K-5 students to a narrow curriculum? 

Former Springfield elementary teacher Mikell Harshbarger said: No, it’s not worth it. He bravely challenged the district’s assertions that they were following standards for social studies and science time and materials. Mikell then filed his complaint in 2024 to ODE challenging his district’s assurances that all was good.

His teaching colleagues at his school agreed, and they sent a letter to the school board. Another 74 teachers across the district also wrote in support of a well-rounded curriculum. Additionally, parents spoke out at school board meetings, repeatedly asking about what their children were being taught and what subjects were being short-changed. 

Some 826 people signed an online petition, “Demanding a Well-Rounded Education for K-5 Students,” started by former kindergarten teacher Sarah Bosch calling for a balanced curriculum with all state-required subjects.

Notice both are former teachers who have left the district.

And when board Chair Jonathan Light emailed ODE last year to find out when the delayed ODE report would be coming, he was slapped with a formal complaint by district administrators for not notifying the superintendent.

In spite of Springfield’s administration repeatedly saying they were teaching all subjects — and ignoring the concerns of teachers and parents — the long-overdue ODE report confirms that Springfield has not been sufficiently teaching social studies and science. It took ODE over two years — instead of their 90-day policy — to respond. But it affirmed that the teachers and parents were right. They were right.

Now, the administration could have acknowledged it has been wrong for these years. It could have apologized to families and their students who have not been taught sufficient science or social studies for years. It could have thanked the parents and teachers who continually raised this important issue. 

So, the fundamental issue remains. Reading and math dominate the school day, leaving only minimal time for all the other subjects. We need to go back to a time when all state-required subjects were taught, when there was sufficient time scheduled every day for these subjects. 

It will remain the responsibility of the community to be sure more changes are coming. Will all subjects get the time in class they deserve, especially in the elementary grades? 

While the district has recently purchased supplemental science materials, will there actually be time to use them? Will teachers be listened to and respected for their input? Will school board members be allowed to question the administration without complaints against them? Will the next superintendent guide the district to a healthier place?

Will the Springfield district learn a lesson from this history? We sure hope so. The Springfield community deserves it.

Larry Lewin taught in public elementary, middle and high schools from the 1970s to 2000. He's a former part-time instructor in the masters program at the University of Oregon College of Education, and a co-founder of the Eugene-based Community Alliance for Public Education, or CAPE.

Roscoe Caron is a retired teacher who taught in Lane County middle schools and co-founded a program that links Latino middle schoolers with Latino students from the University of Oregon. He's also a co-founder of the Eugene-based Community Alliance for Public Education, or CAPE.