During a recent school board meeting in Waxahachie, Texas, community members expressed strong concerns about the adoption of the Amplify curriculum in local schools. Several speakers criticized the program, claiming it prioritizes technology over traditional teaching methods and fails to meet the educational needs of students.

One resident, who identified herself as a parent, argued that the school board and superintendent are not adequately responding to the needs of children. She emphasized that local control should be in the hands of the community, urging parents and teachers to voice their concerns about the curriculum. She described Amplify as an experimental program that has not been proven effective, noting that students have been used as \"guinea pigs\" in a pilot program without clear results.

Another speaker, Andrew White, highlighted a shift in education from developing teachers to training facilitators. He criticized the district's focus on new products like Amplify and Eureka, suggesting that the emphasis should be on improving lesson design and delivery. He called for better support for teachers, advocating for retention bonuses to recognize their hard work.

Lynn Davenport, another community member, addressed teachers directly, encouraging them to share their concerns with parents. She warned that the Amplify curriculum could undermine traditional teaching methods and urged parents to question the content being taught to their children.

Michelle Wallace, a grandmother and taxpayer, held the school board accountable for their decisions regarding the curriculum. She expressed her hope that the board would carefully consider the implications of adopting Amplify.

The meeting highlighted a growing tension between the school administration and community members over educational practices. Many attendees voiced a desire for more transparency and involvement in decisions that affect their children's education. As the district moves forward with the Amplify curriculum, the community remains vigilant, advocating for the best interests of students and teachers alike.