Why Oklahoma’s Approach to “More School” Is Dangerous — And What the Research Really Says

Reading the latest OKEII (Oklahoma Education Impact Initiative) research makes me more convinced than ever: the conversation in our state about education is broken. Parents and teachers overwhelmingly say: our schools need to emphasize work habits, discipline, and real career readiness — not just more test prep, longer years, or stricter academic standards.

What OKEII’s Research Actually Shows

According to OKEII’s 2024 statewide survey (margin of error ± 3%, 95% confidence), both the general public and K-12 educators agree on the top priorities for Oklahoma’s schools:

1. To promote work habits and discipline

2. To prepare students for the workforce

   
   

Also, increasing teacher salaries AND reducing student behavior issues were seen as most effective strategies to attract and retain quality teachers.

“Both the general public and educators are in agreement that the main focus of Oklahoma’s K-12 schools should be to promote work habits and discipline and to prepare students for the workforce.”

“One takeaway is that the public feels that parents and students themselves are not doing their part … that parents and students need to be held more accountable for students’ behavior, attendance, achievement of higher standards … overall performance in school.”

These are not niche complaints. This is broad, cross-group consensus — and yet, policy makers are pushing a very backward agenda.

Policy Moves That Miss the Real Problem

Right now, Oklahoma is entertaining three major, misguided fixes:

1. Longer school years

2. Reducing virtual days

3. Doubling down on standards-based, test-driven learning

   
   

These policies are not just tone-deaf. They’re dangerous — because they misunderstand what’s actually broken.

Why Parents & Teachers Sound the Alarm (And They’re Right to)

Parents and educators agree: work habits, discipline, and workforce preparedness should be top priorities. The public also points to student attendance, behavior, and responsibility — they believe parents and students themselves must be more accountable.

• On virtual days: lawmaker testimony and reporting suggest these are being abused, not used as legitimate learning opportunities.

• On the school year: shortening or effectively shortening time in class undermines equity and long-term academic growth. -Oklahoma Council of Public Affairs

This isn’t a fringe concern — it’s data-backed, state-wide, and urgent.

What This Means for Children (Especially Special Education Kids)

As the founder of Oddball Academy and an education advocate deeply invested in special education, I can’t overstate how harmful this policy direction is.

Special education students often need more than just academic content — they need structured routines, work habits, and meaningful, scaffolded real-world tasks to build independence. When the state prioritizes “more days” over “more meaningful learning,” we ignore the unique needs of neurodiverse learners. Instead of doubling down on test-based standards, we should be investing in hands-on, career-connected learning that builds character, resilience, and real competencies.

What We Must Do Instead

Based on what OKEII research shows and what I see on the ground, here’s what needs to change — now:

1. Center policy on real readiness, not just test scores. We must prioritize formative, authentic assessments that capture work habits, collaboration, and student ownership.

2. Reform instructional time, not just lengthen it. We need deeper, more intentional school days — full of project-based learning, immersive experiences, and student-led work.

3. Elevate social-emotional and character development in standards and accountability systems. Discipline, responsibility, and collaboration should be as important as math scores.

4. Amplify parent and teacher voices — especially from those who feel left out of policy conversations. OKEII has done the research; policymakers should listen.

Why This Fight Matters

OKEII’s data isn’t just a mirror — it’s a mirror with a challenge. It reflects what we’ve been saying at Oddball Academy:

• Oklahoma’s schools are ignoring what parents and teachers actually need.

• More seat time without quality instruction is not progress.

• Real learning — the kind that builds thinkers, collaborators, and workers — must be central.

• Advocates, leaders, and policymakers must prioritize transformation, not just reform.

This is not about adding days.

It’s not about raising standards for their own sake.

It’s about preparing human beings to thrive — socially, emotionally, and economically — in a world that demands more than bubble-sheet answers.

If we accept anything less, we’re failing our kids.

If we keep pushing for outdated “fixes,” we’re wasting time, energy, and potential.

Let’s do better.

Our children’s futures depend on it.