By Rev. Manikka Bowman
An old African proverb says: “It takes a village to raise a child.” Yet America’s public education system is drifting away from shared responsibility. Federal policies and state reforms are shifting us from collective accountability to individual survival. Oversight of special education is weakening, graduation requirements are loosening, and student performance has fallen to historic lows.
It’s tempting to blame one side of partisan politics. But the truth is that both liberals and conservatives are failing our children. The village has eroded—and parents are being left to figure it out alone.
For decades, the federal government protected students with disabilities through the Individuals with Disabilities Education Act (IDEA). The Office of Special Education and Rehabilitative Services once served as a vital safeguard, ensuring every child had access to a Free Appropriate Public Education. Now, staff cuts and potential transfers of oversight threaten that protection. To most, this might seem like just another headline from the Trump administration. But for families, it means those with resources will hire tutors or lawyers, while those without will lose out.
At the same time, states are lowering expectations at the other end of the academic spectrum. In 2024, Massachusetts joined others in eliminating the requirement that students pass a standardized test to graduate. For over two decades, the MCAS served as a baseline for college or workforce readiness. Supporters say its removal promotes equity and reduces test anxiety; critics argue it devalues the diploma. Both reveal the same truth: the meaning of academic mastery is shifting. Parents can no longer assume that graduation equals readiness.
The data confirm the crisis. The National Assessment of Educational Progress—the nation’s report card—shows only about one-third of fourth graders read at or above grade level. Math scores have dropped to their lowest levels in decades, particularly among middle and high school students. Behind those numbers are real children—students who will apply to college, seek employment, and navigate a world where literacy and numeracy determine opportunity. When young people cannot read fluently or think mathematically, their futures narrow before they begin.
To be fair, Massachusetts is trying to respond. The state House recently passed a reading bill, and the K–12 Graduation Council is developing new recommendations. Yet the uncomfortable reality remains: parents cannot wait for systems to stabilize. The landscape has shifted, and families must act now to keep children on track.
Start by engaging directly with your child’s education. Request concrete data on reading and math progress—fluency rates, writing samples, and problem-solving skills—not just report cards. If your child has an IEP or 504 plan, ensure services are delivered on time and are effective. Document everything. With federal oversight shrinking, parental vigilance becomes the new enforcement mechanism.
In short, parents must rebuild the village from the ground up. If federal and state agencies retreat, local families and communities must fill the void. Trusting systems without demanding accountability has never worked—and the data prove it. When states loosen standards or districts cut back on progress monitoring, parents must ask:
The stakes could not be higher. As government guardrails weaken, families must step in as stabilizers. Parents are not powerless. Our voices, questions, and insistence on excellence are the new infrastructure of accountability. When institutions falter, families must anchor. As oversight fades, advocacy must rise.
In the end, children should not be simply socially promoted through school. They need skills, knowledge, and hope. Amid shifting systems, the parental voice remains their strongest protection.
Rev. Manikka Bowman is a parent of two grade school children, a clergywoman, an education advocate, and a real estate developer. She serves on the Massachusetts Governor’s K–12 Graduation Council and is the former vice chair of the Cambridge School Committee.