Student Voting Rights, Ethnic Studies, and Parent’s Bill of Rights In Minnesota House and Senate

School board membership requirements modification to include Two Student Voting members

Find bill S.F.197 and other written testimonies here:

https://www.senate.mn/schedule/committee/3120/20250226

02/24/2025

Dear Senate Education Policy Committee,

I am writing to express my concerns about S.F. 197, which proposes allowing students under 18 to serve on school boards with voting rights, including on matters like staff raises. While student involvement is vital, granting voting power to minors raises significant legal, ethical, and practical issues.

1. Legal and Constitutional Concerns
   Minnesota law requires voters to be at least 18. Allowing minors to vote on public contracts and financial matters could conflict with state election laws and raise legal challenges, questioning the validity of board decisions.
   https://mnmsba.org/membership/legal-requirements-for-school-board-members/
2. Vote Dilution and Accountability
   Adding student members with voting rights dilutes the votes of elected representatives, undermining community representation. Elected members are chosen by their constituents to make decisions in the best interest of the entire district; a responsibility students are not legally or constitutionally empowered to share.
3. Conflict of Interest
   Students would be voting on the compensation and employment terms of staff members they interact with daily, which presents an inherent conflict of interest and ethical dilemma.
4. Alternative Approaches
   Student perspectives are crucial but can be effectively included through non-voting roles, advisory committees, or regular input sessions, ensuring their voices are heard without compromising legal integrity.

S.F. 197 sets a risky precedent that could undermine school governance’s accountability and legal foundation. I’d like the committee to reconsider this proposal and explore alternatives that balance student input with responsible leadership.

Thank you for considering these concerns.

Sincerely,
Elizabeth Hanke
Mankato, Minnesota

*snap shot of MSBA website that is linked above, from 02/26/2025

Social studies standards adoption suspended and review cycle modified, ethnic studies requirements repealed, and ethnic studies appropriations cancelled.

Click to access glVKguGyqEy2eKTB8nkC6A.pdf

The link to the compiled written testimony on HF29 is here: 

https://www.house.mn.gov/comm/docs/glVKguGyqEy2eKTB8nkC6A.pdf

02/17/2025

My name is Elizabeth Hanke, and I’m a constituent from Mankato, MN.

I am writing in reference to House File 29 to express my concerns about Liberated Ethnic Studies. These programs not only risk hindering academic achievement and worsening race relations among students but also impose additional financial burdens on our education system. I urge you to consider repealing them.

These programs operate on the assumption that students can only succeed if their teachers share their racial or cultural background. This mindset sells students short, failing to prepare them for a world where they must collaborate with people of all backgrounds. Rather than lowering expectations under the guise of “liberation,” we should empower students to meet high standards. Lowering the bar doesn’t help—it hinders. It creates the illusion of success while leaving students unprepared for the challenges they will face in higher education and the workforce.

The impact of these policies isn’t theoretical. In Mankato, I raised concerns about a curriculum that labeled phrases like “one human race” as covert white supremacy. My initial request wasn’t to ban the curriculum or censor ideas but simply to include another perspective, like a video from  Dr. Glenn Loury on the Spiral of Silence. Yet, my appeal was dismissed. This shows the rigidity of these frameworks—they allow no room for dissenting viewpoints, even when raised respectfully.

Meanwhile, I watched a father speak at a school board meeting in 2024 about his daughter being teased for wearing braids similar to dreadlocks. To defend her, he pointed out that Vikings also wore dreadlocks—a historical fact that complicates simplistic narratives about cultural ownership. Yet, instead of fostering curiosity and nuanced conversations, the current approach encourages students to see each other as stereotypes, not individuals.

Liberated Ethnic Studies claim to promote understanding but end up promoting division by enforcing ideological conformity. They teach students to see themselves and their peers as permanent oppressors or victims based solely on appearance. This worldview undermines accountability and fosters resentment.

I believe that students of all backgrounds are capable of excellence, and teachers are capable of inspiring that excellence without ideological mandates. We should champion rigorous standards, critical thinking, and genuine dialogue—values that unite rather than divide.

Moreover, implementing Liberated Ethnic Studies introduces additional costs into an already resource-constrained education system. We should focus on policies that directly enhance student outcomes rather than diverting funds to unproven programs. This is particularly pressing given that, in 2024, only 49.9% of Minnesota students were proficient in reading—a significant decline from 55% in 2019.

Redirecting our energy and resources toward evidence-based strategies that elevate educational excellence is imperative to reverse these troubling trends.  

I urge you to repeal Liberated Ethnic Studies and replace them with educational standards that prepare students for the real world.

Thank you,

Elizabeth Hanke

Here is the other Written Testimony for Parents Bill of Rights: https://www.house.mn.gov/comm/docs/5Us1RwMnukWyAGY802r_og.pdf

House Education Policy Committee
Wednesday, 2/26/2025, 3:00 PM
Capitol G23

Re: HF22 (Gillman) – Parent’s Bill of Rights

Chairperson and Members of the House Education Policy Committee,

Thank you for the opportunity to provide testimony in support of HF22, the Parent’s Bill of Rights. My name is Elizabeth Hanke, and as a mother of three daughters and an active community member in Mankato, I have witnessed firsthand the powerful impact of parental involvement in education. This bill is vital for fostering a cooperative relationship between parents, educators, and schools, ensuring every child has the support they need to succeed.

Personal Experience with Parental Involvement
As a mother and student mentor, I’ve walked alongside my children through the highs and lows of their educational journeys. I’ve seen firsthand how open communication and genuine collaboration between parents and educators can transform a child’s experience in school. Most parents want what’s best for their children and need to feel like they are working in partnership with teachers, counselors, and staff. HF22 empowers parents to be engaged, informed allies in their children’s education, fostering a supportive community that benefits everyone.  

Addressing Concerns of Overreach and Vagueness
Opponents have expressed concerns that HF22 could interfere with educators’ autonomy. In my experience, parental involvement enhances, rather than hinders, educational outcomes. This bill establishes clear and consistent guidelines, empowering parents to be informed partners without overstepping boundaries. When parents understand the curriculum and expectations, they can better support teachers, reinforcing learning at home. This cooperative approach benefits everyone involved—most importantly, the students.

Balancing Student Privacy with Parental Oversight
I understand the delicate balance between student privacy and parental oversight. As a parent who encourages open communication, HF22 strikes the right balance. It allows parents to be involved in significant aspects of their children’s education and well-being while respecting student autonomy and confidentiality for sensitive matters. This balanced approach fosters trust, ensuring students feel supported by both their parents and educators.

Efficient Use of Educational Resources
Some argue that this bill could strain educational resources. However, clear guidelines and consistent communication reduce confusion and conflicts. I’ve seen situations where parents and schools could have avoided misunderstandings with more transparent communication. HF22 streamlines this process, allowing educators to focus on teaching rather than resolving disputes.

Clarifying and Consolidating Existing Rights
While some believe existing laws already protect parental rights, the reality is that the current system is inconsistent. Having navigated the educational system firsthand in Mankato, I know how confusing it can be for parents to understand their rights. HF22 provides clarity and consistency, ensuring that all parents, regardless of background or circumstance, have the same opportunity to be involved and informed.

Conclusion
HF22 empowers parents to be active, informed participants in their children’s education, supporting teachers and enhancing student success. When parents and educators work together, I believe this bill strengthens the partnership between families and schools by fostering transparency and collaboration.

As a mother, community member, and advocate for education, I wholeheartedly support HF22. I believe that when parents and educators work together, we can create the best possible learning environment for all children.

Thank you for considering my testimony.

Sincerely,
Elizabeth Hanke

Mankato MN 56001