Education Critic Karen Vaites Challenges New York Times on K-8 Learning Focus

Education advocate Karen Vaites has publicly criticized The New York Times, expressing concern that the publication may be "phoning in" a narrative on education that overlooks critical issues in K-8 learning. Vaites, a founder of the Curriculum Insight Project, specifically highlighted a potential article she characterized as focusing on "State tests bad, and phones damaging kids, so teachers stopped using books," arguing such a piece would add little to the national discourse.

Vaites' critique, shared on social media, suggests the anticipated New York Times article, possibly by education reporter Dana Goldstein, risks rehashing familiar arguments while potentially neglecting demonstrable issues in elementary and middle school education. She pointed to a perceived overemphasis on high school challenges, stating, "If elementary was getting passed over just because I started with it." This concern aligns with recent New York Times coverage, including a September 2025 opinion piece discussing the "unexpected upside of phone bans in schools," which cited Dana Goldstein's reporting on declining 12th-grade reading scores.

The education expert also drew parallels to her past criticisms of The New York Times' pandemic-era school closure coverage, where she was a vocal detractor. "I’m pretty sure history proved me right in those critiques, and I stand by them," Vaites stated, implying a strained relationship with Goldstein. Dana Goldstein, a national correspondent for The New York Times, has extensively covered education and families, with recent articles addressing the impact of screens on learning and the broader political landscape of education.

Vaites urged her followers to help influence The New York Times to broaden its focus, particularly on K-8 issues, suggesting her own past critiques might limit her direct sway. She referenced a "CEMD Market Explorer" as an "objective source" that, in her view, does not focus on high school, implying a disconnect between general market data and the newspaper's potential reporting angles. This ongoing debate underscores the contentious landscape of education policy, curriculum, and journalistic priorities in addressing learning challenges across all age groups.