ELCC Standard 4.0.

Religious Expression Case Analysis and Rationale Template

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Part 1:  Case Analysis

1. Brief summary of the case:

The school is being accused of violating student’s constitutional right to religious freedom by using the Bible as an academic text by an angry community member.  

1. Identify the issues to be resolved:

The school should provide evidence of unbiased, academic curriculum that is diverse in content. 

1. Stakeholders involved in the issues:

-Principal Palm

- Ms. Wright and Media 

-Ms. Beckel and Ms. Kassidy

-Board members 

-Community members (students, parents, staff) 

1. One or two existing laws or court rulings that relate to the issues: 

First Amendment: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”

1. District policies that relate to the issues:

n/a 

1. Possible solutions to the issues:

Make a presentation of the curriculum to community members, highlighting its diverse content and educational nature. 

1. The solution you choose to resolve the issues: 

Speak to the media about the important of providing students with an education that can support them in making decisions about their faith, and highlight diverse nature of the content. 

1. Action steps (2-5) for implementing your solution, including a timeline for each step:

1.  Proceed with the board meeting as plan 

2. Make a proactive address stating the school’s position of being proud of the curriculum presented and advocate for community support of student’s access to diverse learning 

1. Potential moral and legal consequences of the solution:

Moral: As a leader, I would feel proud of having stood firmly in the face of a unfounded attack on student’s religious education. Also, students and families would benefit from the access to content that develops their understanding of world religion, and help inform their personal faith. 

Legal: It is possible that others might continue to come against the curriculum because of the inclusion of the Bible, or any religious texts or teaching in school. 

Part 2:  Rationale

Support the case analysis with a 500-750 word rationale explaining the solution you chose and how that solution:

• Supports the school’s vision and mission and safeguards the values of democracy, equity, and diversity.

• Promotes social justice and ensures that individual student needs inform all aspects of schooling.

• Promotes collaboration, trust, learning, and high expectations.

Cite the case and any other source documents as appropriate.

The solution I chose to resolve this potential legal conflict, was to simply provide evidence to the contrary of the accusation. While it would be unfortunate if legal action were pursued against the school for violating student’s constitutional rights, however after assessing the details of the case, it does not appear that the school has done so. My decision to resist the temptation to shrink in fear because someone has raised contention supports the schools mission and vision of being a committed community of learners. Furthermore, it demonstrates a commitment to democracy, equity and diversity in that it refuses to disregard a rich curriculum, offering a plethora of information critical to student’s development, because someone has issue with one perspective or another. Moreover, a commitment to exposing to a religious education not only reflects the values of the community, given that it is a teacher supported initiative, it reflects the values of the constitution and rounds out student’s political and historical understanding. As a leader, I would feel that I had done my job of advocating for students and providing them with the best educational experience possible by standing up for their right to learn. My decision to stand behind the proposed curriculum promotes collaboration, trust, learning and high expectations by requiring the community to maintain an expectation that students are exposed to rich content, and guided in the process of thinking critically to make choices and ask questions. 

The American Civil Liberties Union published a statement specific to referencing the Bible as an educational text in the public school setting: 

“ First, while it is constitutional for public schools to teach children about religion, it is unconstitutional to use public schools to advance particular religious beliefs. Among the important statements made in the guidelines are: the school's approach to religion is academic, not devotional, the school may strive for student awareness of religions, but should not press for student acceptance of any religion, the school may sponsor study about religion, but may not sponsor the practice of religion, the school may educate about all religions, but may not promote or denigrate any religion." 

Their statement helps define the line between religious freedom and religious persecution. It is clear within the language of the constitution that a person has a right to the expression, and therefore education regarding, their religion and those of others: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”

 Given that the proposed curriculum is multifaceted in its highlighted religious perspectives, it not only does not violate student’s right to religious freedom, it exemplifies it. Indeed, restricting students from the opportunity to access the curriculum because of one polarized point of view, would be to violate their constitutional rights. This case is an example of why a leader with strong convictions, and a commitment to what is best for students is critical for marginalized communities.  

References 

Hanson, K., & Hanson, K. (2009). A casebook for school leaders: Linking the ISLLC standards to effective practice. Retrieved September 24, 2020, from https://www.amazon.com/Casebook-School-Leaders-Standards-Effective/dp/0136126820

ACLU (2007). Statement on The Bible in Public Schools: A First Amendment Guide. (n.d.). Retrieved September 24, 2020, from https://www.aclu.org/other/statement-bible-public-schools-first-amendment-guide