ICAN Report: Massachusetts Teachers Association (MTA) Curriculum Development on Israel-Palestine Conflict

As Jewish and Israeli-American families across Massachusetts prepare for the new school year, there is growing concern over the alarming rise of antisemitism and other forms of anti-Jewish discrimination within public schools. According to recent reports, antisemitic incidents in K-12 schools have surged dramatically, with a 135% increase in such incidents nationally from 2022 to 2023. Massachusetts alone saw a significant rise in antisemitic acts, including harassment, vandalism, and assaults, making it one of the states with the highest number of reported incidents.

In 2023, there were 1,162 antisemitic incidents in non-Jewish K-12 schools, including 672 cases of harassment, 464 cases of vandalism, and 26 cases of physical assault. Alarmingly, 21% of these harassment cases included references to Israel and Zionism, reflecting a disturbing trend where political biases are contributing to a hostile environment for Israeli immigrant students. See more statistics at the ADL.

Most concerningly, the recent decision by the Massachusetts Teachers Association (MTA) to develop unofficial curriculum resources on the “Israel-Palestine conflict” has further intensified these fears. Many families worry that the introduction of potentially biased educational materials could exacerbate the situation, leading to increased discrimination and a more unsafe environment for Jewish and Israeli-American students in public schools​.

WATCH: The ICAN Combating Antisemitism Summit for Massachusetts Schools

Given the alarming rise in antisemitism and the concerns surrounding the Massachusetts Teachers Association’s recent decisions, ICAN is providing this comprehensive briefing to highlight the potential risks posed by these developments and to ensure that Massachusetts Jewish and Israeli-American families, educators, and policymakers are informed and prepared to take appropriate action.

Background and Overview

In December 2023, the Massachusetts Teachers Association (MTA) Board of Directors approved a motion allowing Ricardo Rosa, the Director of Training and Professional Learning, to develop curriculum resources on the Israel-Palestine conflict. This decision has sparked significant controversy, primarily driven by concerns over Rosa’s past statements and actions, which have been characterized as anti-Israel and anti-American.

“Board motion approved on Dec. 9, 2023: The Training and Professional Learning Division will develop a framework for discussing and set of curriculum resources for learning about the history and current events in Israel and Occupied Palestine, for MTA members to use with each other and their students.” Source: MTA

The MTA, a union representing 117,000 educators across Massachusetts, stated that the curriculum would be used by its members “with each other and their students.”

The controversy surrounding Ricardo Rosa and the MTA’s decision has attracted media attention. An article from The Daily Wire highlighted Rosa’s history of anti-Israel activism, emphasizing concerns that his involvement in curriculum development could lead to biased educational content. Another piece from The Times of Israel echoed these concerns, discussing how parents and educators fear that anti-Israel bias is being introduced into classrooms as a result of such initiatives.

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Massachusetts Republican Caucus Responds

On July 24, 2024, members of the Massachusetts House and Senate Republican Caucuses issued a statement strongly condemning the MTA’s decision. The Caucus members expressed grave concerns over Rosa’s appointment, citing his history of anti-Israel activism and inflammatory rhetoric. They argued that his involvement in developing educational materials on the Israel-Palestine conflict would inevitably lead to the introduction of a biased and radical perspective into the state’s education system.

The Republican Caucus’s statement emphasized the following points:

• Rosa’s Anti-Israel Rhetoric: The Caucus highlighted Rosa’s past statements, including his glorification of terrorists, accusations of Israeli genocide, and denouncement of the United States as a “settler colony.” The Caucus members argued that such views are incompatible with the objective development of educational materials.
• Threat to Educational Integrity: The Caucus expressed concern that Rosa’s political agenda would undermine the educational integrity and safety of classrooms, particularly for Jewish and Israeli-American students. They called for the MTA to revoke Rosa’s appointment and involve experts with diverse perspectives in any curriculum development efforts.

In their statement, the Republican Caucus said:

“Allowing this misguided plan to move forward would introduce a biased and radical perspective to the state’s education workforce that could easily threaten to spill over into our classrooms due to a lack of proper oversight and accountability.”​

Click here for the full statement from the Massachusetts Republican Caucus.

MTA’s Response to the Republican Caucus

The Massachusetts Teachers Association responded to the Republican Caucus’s criticisms in a letter dated August 6, 2024. The MTA Board of Directors defended both their decision and Ricardo Rosa, asserting that the union operates democratically and promotes open discussion on a wide range of controversial topics. They emphasized that the MTA does not directly develop curricula but instead provides resources for educators to use in their professional development.

The MTA’s letter included the following points:

• Support for Democratic Processes: The MTA asserted that their policy decisions, including those related to curriculum development, are made by elected bodies within the union. They emphasized the importance of democratic values and the exchange of diverse ideas, which they believe is reflected in their workshops and forums.
• Defense of Ricardo Rosa: The MTA described Rosa as a respected scholar who oversees the development of numerous educational programs. They rejected the Republican Caucus’s portrayal of Rosa, suggesting that the criticisms were part of a broader pattern of attacks that have led to threats against MTA staff.

The MTA’s letter stated:

“Dr. Rosa is a respected scholar and, along with our staff and members, oversees the development of hundreds of workshops and forums every year on topics of professional interest for educators. We are proud and privileged to have him on our staff”​.

The MTA also warned that they were closely examining the statements made against Rosa and would not hesitate to take legal action if necessary.

Click here to read the full response from the MTA to the Massachusetts Republican Caucus.

Discrepancy in MTA’s Communications

MTA’s response to the Massachusetts Republican Caucus directly conflicts with the December 9 motion. In the MTA’s letter, they claimed that they do not develop curricula for classrooms but provide resources for professional development. However, these materials are explicitly intended for use by MTA members in their professional development and with their students, as stated in the official motion: “The Training and Professional Learning Division will develop a framework for discussing and set of curriculum resources for learning about the history and current events in Israel and Occupied Palestine, for MTA members to use with each other and their students.”

This explicit mention of classroom use with students stands in contrast to the MTA’s later defense, which claimed that they do not develop curricula for classrooms but instead provide resources only for professional development.

This inconsistency demonstrates that the MTA has provided differing accounts of its intentions, potentially misleading stakeholders about the true scope of the curriculum development. This raises serious concerns about the transparency and communication of the MTA about its past actions and future behavior.

ICAN’s Role in K-12 Policy Advocacy in Massachusetts

As an organization dedicated to protecting the civil rights and well-being of Israeli-American, Jewish immigrant, and American Jewish communities, ICAN is actively engaged in ensuring that K-12 education is safe, inclusive, and free from discrimination. ICAN’s leadership in this area is exemplified by our proactive initiatives, including the Massachusetts Combating Antisemitism Summit and strong support for key legislative measures such as Budget Amendment 803.

Massachusetts Combating Antisemitism Summit:

• In 2024, ICAN hosted the Massachusetts Combating Antisemitism Summit, a pivotal event aimed at tackling the challenges of antisemitism in the state’s K-12 public schools. The summit provided a platform for discussing best practices, sharing resources, and formulating strategies to combat antisemitism and ensure the safety and inclusion of Jewish students.
• During the summit, Massachusetts State Senator Velis used the opportunity to raise awareness and educate about Budget Amendment 803, emphasizing its importance in addressing the rising tide of antisemitism in Massachusetts schools. His advocacy during the summit underscored the amendment’s potential to provide essential resources for educators and to establish a framework for combating antisemitism through education and policy.

Support for Budget Amendment 803:

• Senator Velis eventually led the effort to secure passage of Budget Amendment 803, ensuring its inclusion in the final budget and its eventual signing by Governor Healey. This amendment mandates that the Department of Education provide essential resources to combat antisemitism in schools. These resources include model curricula, guidance for selecting educational materials, and professional development training focused on antisemitism and other forms of discrimination.
• The amendment also establishes a special commission on combating antisemitism, tasked with reporting trends, recommending the implementation of the United States National Strategy to Counter Antisemitism, and evaluating existing efforts in Massachusetts. This commission’s work will be critical in ensuring ongoing vigilance and action against hate in the state’s educational institutions.

Building on these efforts, ICAN continues to focus on several key areas in its K-12 advocacy:

1. Defining and Combating Antisemitism:
   • ICAN advocates for clear definitions of antisemitism within school policies, ensuring that any form of discrimination against Jewish students is recognized and addressed promptly. This includes pushing for comprehensive antisemitism education that is mandatory for all educators and administrators to help prevent bias and discrimination in schools.
2. Educator Training and Professional Development:
   • ICAN works to ensure that educators are equipped with the tools and knowledge necessary to foster a safe and inclusive learning environment for Jewish and Israeli-American students. This includes advocating for mandatory training on recognizing and addressing antisemitism and other forms of hate, as well as providing resources for educators to teach about Jewish history, culture, and the complexities of the Israel-Palestine conflict in an unbiased manner.
3. Holocaust Education and Jewish Heritage:
   • ICAN supports initiatives that require Holocaust education and the celebration of Jewish American Heritage Month in schools. By promoting understanding and awareness of Jewish history and culture, ICAN aims to create a more informed and respectful student body that is less likely to engage in discriminatory behavior.
4. Supporting Jewish Students and Families:
   • ICAN provides resources and support to Jewish and Israeli-American families, offering guidance on how to address instances of discrimination and advocating for the rights of students within the school system. ICAN’s efforts include working closely with school districts to ensure that Jewish students feel safe and supported, and that their concerns are heard and addressed.
5. Policy Advocacy and Community Engagement:
   • ICAN actively engages with policymakers and community leaders to advocate for policies that protect Jewish students from discrimination and ensure that their educational environments are respectful and inclusive. This includes pushing for legislation that addresses antisemitism and other forms of hate in schools, and collaborating with other advocacy groups to amplify these efforts.

By focusing on these areas and leveraging the momentum from the Massachusetts Combating Antisemitism Summit and the successful advocacy for Budget Amendment 803, ICAN strives to create a safer, more inclusive educational environment for Jewish and Israeli-American students, ensuring that they can thrive academically without fear of discrimination or bias.

Policy Implications Impacting Jewish & Israeli-American Students

The Massachusetts Teachers Association’s decision to develop curriculum resources on the Israel-Palestine conflict has profound implications for Jewish and Israeli-American students across the state. This decision, especially given the involvement of an individual with a documented history of anti-Israel activism, has the potential to seriously disenfranchise these students and expose them to multiple forms of discrimination.

Risk of Discrimination Based on Shared Ancestry and National Origin

Jewish and Israeli-American students may be at heightened risk of facing discrimination not only because of their religious beliefs but also due to their shared ancestry and national origin. The introduction of biased or politically charged educational materials could lead to these students being unfairly targeted, marginalized, or singled out in classroom discussions and activities. Such an environment could foster hostility, making these students feel unsafe and unsupported within their own schools.

As of the most recent data, Massachusetts is home to approximately 301,880 Jewish residents, representing about 4.3% of the state’s total population. It is estimated that between 30,188 and 36,226 of this Jewish population consists of first or second-generation Israeli immigrants or Israeli-Americans. This significant demographic highlights the importance of safeguarding the rights and well-being of this minority community within the state.

Potential for Increased Antisemitic Incidents

With the recent surge in antisemitic incidents in K-12 schools, the development and potential use of these curriculum resources could exacerbate this troubling trend. By normalizing anti-Israel sentiment or presenting one-sided perspectives, these materials may inadvertently legitimize or encourage antisemitic attitudes among students, leading to harassment, bullying, or even physical assaults against Jewish students.

Legal and Ethical Concerns

The decision raises serious legal and ethical concerns, particularly regarding the protection of students’ rights under Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on race, color, or national origin in programs receiving federal financial assistance. If the curriculum resources result in an educational environment that discriminates against Jewish or Israeli-American students, schools could face legal challenges for failing to uphold these protections.

Impact on Educational Inclusion

The introduction of biased educational content could undermine efforts to ensure educational inclusion. Jewish and Israeli-American students may be deprived of an unbiased, inclusive education, which is their right. Instead of fostering an environment of mutual respect and understanding, the curriculum could deepen divisions and perpetuate stereotypes, contributing to a school climate that is hostile rather than inclusive.

In light of these implications, it is crucial for educators, policymakers, and community leaders to carefully consider the MTA’s decisions and ensure that any educational materials developed are done so in accordance with state and federal laws. Protecting Jewish and Israeli-American students from discrimination and ensuring their safety and well-being in public schools must be a top priority.

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